US/Mexican War: Must sign into PBS Media Learning to Access (att PBS)
August 31, September 1
Note the year, note the crop, note where it is still harvested. Brainstorm 'Westward Expansion' before the civil war and why the south would not give up on the continuation of the institution of slavery.MAP:
Create an organizer for each of the following subjects, and for each address the items below the respective subjects using descriptions and explanations.
Subject 1: Plains Indians
Dawes Act, Wounded Knee, Sand Creek Massacre, Little Big Horn, Reservations, & Lifestyles
Create an organizer for each of the following subjects, and for each address the items below the respective subjects using descriptions and explanations.
Farther West, The Nez Perce People- being led by Chief Joseph refused to move onto a reservation in Idaho in 1877.
Quick Background of the Nez Perce
The army came to relocate them and they fled on a journey of 1,300 miles.
Probalbly for Canada, they were starving. Chief Joseph's speech acknowledged that the struggle was over.
1805 They save Lewis & Clark
1836: Christian Missionary arrives (Spalding)
Religion begins to split the tribes (divide & conquer)
1855 The land is divided into 2 parts
1860 Gold is found in the other -half
Idaho, Washington and Oregon 13,000,000 acres
1863 another favorable white treaty takes 90% of the remaining lands
The non-christian refuse to move
1871 Extracts a promise from his heir also known as Joseph, "This country holds your father's body, never sell your your father and mother's bones...a man that does not respect his father's grave is worse than a wild animal."
Next 5 years the gov't tries to continue to get them on a reservation
The gov't sides with the settler's
One month ultimatum
Exiled to Oklahoma May 31, 1877
White Bird Canon Rebellion, Gov't Troops retreat
'KIcking Bear' Visits Sitting Bull, The Ghost Dance Spreads to the Lakota Sioux Tribe
Create an organizer for each of the following subjects, and for each address the items below the respective subjects using descriptions and explanations.
1. Which of the following is not true of the Dred Scott v. Sanford decision of the Supreme Court?
(A) it was an issue of disagreement in the Lincoln-Douglas debate
(B) it determined blacks could not be American citizens
(C) abolitionists were divided on the correctness of the decision
(D) Southern supporters of slavery claimed the decision was essential to the preservation of the union
(E) it ruled that Congress had no right to limit slavery in the territories, so essentially overruling the Missouri Compromise's restriction on slavery north of the 36°30' line was unconstitutional
For the remainder of the school year each student who has THREE of FEWER absences within the second, third, or fourth nine week period will be allowed to count one of their major test scores a second time. Eligible students will choose which, if any, test they want doubled at the end of the eighth week of the given nine week period.
Here is what I wrote to a student about my expectations for the reading strategies. If they are just thrown together, they will not earn points.
You may not have been there the day I said the following:
You can not do a K-w-l or a 3-2-1 because I am looking for strategies that will help you learn such as a cause and effect chart with a number of items from a section, or a venn diagram with
Say 7-10 items for each portion plus at least a full paragraph as to WHY the similarities and differences exist. I am looking for a sincere effort for each one, I am not doing this just to hand out points. Rather I am trying to get kids to try reading and learning strategies that may help you in other classes as well. Hope you understand. Be well, spread the word about my intentions. I will post this response minus your name on the class wiki site. sas
Oct. 17/18
The Fugitive Slave Act was a provision of which of the following? (A) the Missouri Compromise (B) the Wilmot Proviso (C) the Compromise of 1850 (D) the Kansas-Nebraska Act (E) the Ostend Manifesto
Teddy Roosevelt: An Introduction to a Progressive President
Pairs will be given one of four primary sources that includes an introduction to the source, a source, and questions to answer
The sources will be jig-sawed
Pairs will share out
Note:
Mock Election & District Formative (Tomorrow and Friday)
Nov. 3/4
*** After this test, anyone who I have to ask to put a phone away or wake up in class will not be eligible for any optional assignments. I will be putting notes under the attendance sections in order to document such behavior.
Presentations from the Gateway book-complete the last class' lesson
Distribute activity, divide class into three area
Each group will read and record information about four important items about their progressive President
Name, range of the respective presidency, five important facts that should be on the test-including specific legislative actions that earned them the nickname Progressive Presidents
The Chapter 7 test which was scheduled for today must be postponed until next class. This is because we must take the County mandated End of Course Scrimmage test today in its place.
Study guides that were due today will not be handed in until next class.
Complete Chart for the Dawes Plan, Washington Conference, Kellogg-Briand Pact, and the London Naval Treaties
What are the details for each? Did they deal with Trade, Arms Control, Outlawing War, Easing of war debt, etc..., Limitation of Naval Forces, or Limitation of Land Forces (Put a Y or N for each)
Roles of: the Stock Market Crash, Bank Failures, Reduction of Purchasing by all classes, US Tariffs against Foreign Countries,Drought Conditions, Stock Sales on Margin
The First Test will be a review of the major historical events from triangular trade through the Battle of Gettysburg. Thus week one will be used to 'prep' students in order to get ready.
The test will be on September 3 or 4 (A/B).
September 8 (A) /9 (B)
What: Reconstruction and look ahead Growth of the mining industry Warm-up:
Distribute Reading Assignments: US Industrializes (92), Natural Resources, A Large Workforce (93), New Inventions (93), and Free Enterprise 95. (ME)
Each group will List Three Important Facts under the respective headings.(You)
On a piece of Paper (in the middle) write The Rise of Industry with '5 spider arms coming from it, and at the end of each one write the three facts.(YOU)
Finish this for your home learning due on Thursday
Closure: In Your Notes, answer the 'EQ" and list 1 question that you still have. We will go over these next class right after the bell ringer.
Other Tools if Necessary: (ME) Industrialization:
Powerpoint US History Unit 3 Day 1 (Rise of Industrilization).pptx
September 24/25 (Connect with the previous lesson)
What: Introduction to Chapter 3 Industrialization, 1865-1901
EOC Review Question of the Day: SS.912.A.2.1
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Desktop_a0cdb709-7df7-40f5-aa26-d40413da5774
Which was primarily responsible for the change in urban population?
A. absence of agricultural employment in Southern communities
B. lack of political representation in Southern Communities
C. availability of job opportunities in Northern states
D. prevalence of racial equality in Northern cities
EQ:
How did the Trans-continental railroad transform the western region of the USA?
Small Group Activity: Chunk pages96-99, and students will jigsaw their individual group areas (You)
Individuals Begin a New Mind Map for this section in their note books (You)
Home-learning: In Notebooks complete three vocabulary maps for each of the following: Corporation, Consumer, and Monopoly Vocabulary Map (Modified Frayer)
NOTE: Next test will be on Chapter 3 Oct. 2/5
September 28/29
What: Big Business (Continue With Mind Maps, 'Chunking', and Jigsaws)
EOC Review Question of the day:
All of the following are reasons why Reconstruction failed to achieve complete equality for African/Americans, EXCEPT:
a. White Terrorism b. Loss of Southern Interest c. the Economic Dependence of African/Americans
d. the Freedmen lacked Education and Political Experience e. A Legacy of Racism
Chapter 3, Lesson 3
Powerpoint US History Unit 3 Day 3 (Big Business).pptx
Factory Progression in Photographs from the CE Site (Engage)
Business terms:Economies of scale: manufacturing costs decrease when goods are produced quickly in large quantities Fixed costs:costs a company has to pay, whether or not it is operating Operating costs:costs that occur when running a company
Types of Business Organizations: SOLE Proprietorship, Partnership, Corporation
Who Owns each?
How is money raised?
What are the advantages?
What are the disadvantages?
What is Vertical Business integration? (Go to Slides, and text from CE)
What is Horizontal Business integration? (See text, and slides CE)
Other Business Terms:
• Pool: an agreement between companies to set prices at an agreed-upon base level
• Monopoly: command of an entire market by an individual company
• Trust: a managing arrangement in which an individual makes decisions regarding the property or assets of another person
• Holding company: a company that owns shares in and manages the assets of other companies but does not make any products
Robber Barons or Captains of Industry --Who were they?
Donna Poore Captains of Industry or Robber Barons-1.ppt
Objective: SS.912.A.3.12 Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.and SS.912.A.3.9 Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.
How: Back Track:( a Tad)
Robber Barons or Captains of Industry --Who were they?
Donna Poore Captains of Industry or Robber Barons-1.ppt
he other side of a business world without enforced governmental regulation, NYC's Triangle Nightmare.
What if?
Classes can extend beyond school hours. Lunch periods are 5 minutes. All tests are unannounced. Student council is prohibited. Any absence results in grade loss. Protest results in expulsion.
What: The Industrial Revolution Objectives: SS.912.A.3.10 Review different economic and philosophic ideologies. SS.912.A.3.11 Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries. SS.912.A.3.12 Compare how different nongovernmental organizations formed and solicited the assistance of the US government.
EOC Review Question of the Day Question of the day: Triangle Shirtwaist Fire, NYC
Close 3-2-1 Concentrate especially on the questions students still have. October 6/7 What: Assessment of Chapter 3, and time permitting the Introduction of Chapter 4 Urban America How: M/C and Short Answer
Chapter 4: Introduction Objective: SS.912.A.1.4 (Most of the items below will be shifted to October 8/9 due to a lack of time.
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.
Essential Question for Chapter 4 will be: "Why do people migrate?"
October 8/9 What: Europeans Flood Into America Ch. 4 Lesson 1: Immigration Objective: SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.
SS.912.A.3.7 Compare the experience of European immigrants in the east to that of Asian immigrants in the west.
SS.912.G.4.2 Use geographic terms and tools to analyza the push/pull factors contributing to human migration within and among places.
Essential Question: How did European immigrants of the late 1800s change American Society?
The 'EOC' Review question of the Day (Please put it in a section of your notes called 'Daily EOC Review Questions'
The Compromise of 1850 included all of the following , EXCEPT:
a. it admitted California as a free state
b. it admitted Missouri as a slave state
c. it banned the sale of slaves in Washington D.C.
d. it enacted the Fugitive Slave Act
e. Both A, and B
What is an A-Z Organizer:
MODELING “I DO” Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. * Conduct a think aloud while modeling the steps to completing an activity or solving a problem. * Model the use of a graphic organizer. Use questioning techniques such as re-directing, wait-time and prompting.
Introduction(YOU): A-Z
Students will be encouraged to brainstorm a list of everything that they know about the new unit’s main idea. Students can work in groups or individually to compile their list. Instructor will rotate around the room to help guide students and to make sure they are on task. Students will be encouraged to share out their ideas. Vocabulary: Migration, Immigrant, Urbanization, Tenement Bell Ringer: WHY?
Students will engage in PowerPoint embedded “We Do” activities. These include analysis of primary sources, political cartoons, photographs and quotes. Class will regularly stop to help students practice key historical thinking skills such as cause and effect, compare and contrast as well as implied meaning, and detecting bias. Students will be expected to work within their groups and collaborate in order to utilize the aforementioned skills. These activities will vary from day to day, but will be present in each class.
Students will complete the primary source activity that deals with political cartoons on Immigration. Students will analyze the cartoons and then answer higher order questions that require in depth analysis of topic. Instructor will rotate around the room and make sure groups are on task and then guide discussion.
DIFFERENTIATED INSTRUCTION * Differentiate your instruction to reach the diversity of learners in your classroom. * Pull small groups or individuals for more intensive support. Conduct Center Rotations Teacher Directed:
October 12/13* (As per Mr. Zakeria, I will be attending the monthly Social Studies meeting for US History at A. Phillip Randolph all day on the 13th)
What Chapter 4, Lesson 2: Urbanization
Essential Question: How do you think the lives of city dwellers in 1900s differed from those of people living in cities in 1850s? Bell Ringer: Political Cartoon:
Students will first read 118-121 in their texts and take relevant details on urbanization and its effects. Then students will create a Venn Diagram that includes key urban problems from the late 19th century to current urban problems. Instructor will rotate around the room and make sure groups are on task and then guide discussion. Group share out prior to end of class.
Students will read, The Cuban Cigar Industry in the U.S. and answer the three questions that follow the reading.
October 14/15 WHAT: Ch. 4, Lesson 3 Social Darwinism and Social Reform
Bell Ringer: Political Cartoon:
LECTURE SLIDE Begin the lecture by projecting the “Social Darwinism” slide for students. Social Darwinism (ME)
Herbert Spencer, a British philosopher, developed the theory of Social Darwinism based on a corrupted view of Darwin’s theory of evolution and natural selection.
Spencer believed society improved because the strongest and most intelligent survived. Social Darwinism’s motto became “survival of the fittest.”
According to Social Darwinism, the most “fit” were white, industrialized societies such as the United States and Great Britain.
In business, the doctrine of laissez-faire economics followed similar lines. This belief opposed government interference with business.
Industrialist Andrew Carnegie developed a theory called the Gospel of Wealth. He believed wealthy Americans should create conditions that would allow the poor to help themselves.
Chapter 4 Lesson 3 PowerPoint:
Powerpoint US History Unit 4 Day 3 (Social Darwinism).pptx
Many Americans argued that the government must take an active role in economic affairs and in assisting the poor.
Henry George, a journalist, believed laissez-faire economics ruined society rather than improved it. He argued that the gap between the rich and the poor must be closed.
Lester Frank Ward argued that humans were superior to animals due to the ability to plan ahead and effect change. This view was known as Reform Darwinism. Reform Darwinists believed success was built upon humans’ abilities to cooperate, while competition wasted human energy and resources.
Writer Edward Bellamy promoted socialism and believed that all wealth had to be equally shared among Americans.
Naturalists such as Jack London criticized industrial society, suggesting that sometimes people’s failures were the result of uncontrollable circumstances.
Close October 16/19 WHAT: Ch. 4, Lesson 4 The Gilded Age
Distribute EOC Review Portfolios
Students will staple in the EOC Review sheet form (courtesy of R. Solomon)
Distribute a folder to anyone that was absent when I distributed this last class.
Review and model the the procedure for the portfolio.
After the EOC Question of the day the portfolios will come back to me.
EOC Review Question of the day:
Which union, which stressed practical goals such as higher wages, shorter hours, and safer working conditions, was the most successful by the end of the 19th century?
(A) American Railway Union (B) American Federation of Labor (C) Industrial Workers of the World (D) National Labor Union (E) Knights of Labor
EOC Question of the Day: “We have been taught to hunt and live on the game. You tell us that we must learn to farm, live in one house, and take on your ways. Suppose the people living beyond the great sea should come and tell you that you must stop farming, and kill your cattle and take your houses and lands, what would you do? Would you not fight them?” --Gall, a Hunkpapa Sioux Indian, quoted in Bury My Heart at Wounded Knee What was Gall’s view of future relations between the Plains Indians and the settlers? A. Peaceful coexistence B. Further conflict C. Mutual respect D. Equality
Students will engage in PowerPoint embedded “We Do” activities. These include analysis of primary sources, political cartoons, photographs and quotes. Class will regularly stop to help students practice key historical thinking skills such as cause and effect, compare and contrast as well as implied meaning, and detecting bias. Students will be expected to work within their groups and collaborate in order to utilize the aforementioned skills. These activities will vary from day to day, but will be present in each class.
Students will then be required to work in pairs on a “quiz activity” that covers the main ideas of Chapter 4. Students will be required to work as a team and to eliminate answers to arrive at the correct ones. Instructor will rotate around the room to make sure students are on task and to assist them if there is an issue. Writing activity to close class – SRE based on the Essential Question of the day. WRAP- UP: Instructor will utilize information from the days class to review the aforementioned topic and present students with higher order questioning
CLOSURE
Wrap up the lesson and help students organize the information learned into a meaningful context.
Have students reflect on or answer the Essential Question.
TEST on UNIT 4/The Gilded Age Will be on October 26/27 and will count as the first test for the second nine weeks.
October 22/23
What: Test pushed back due to Early Dismissal did not leave enough time for the B students to prepare.
Bell Ringer: EOC Review Question of the Day:
The most direct effect of poll taxes and literacy tests on African Americans was to: a. prevent them from voting b. limit their access to public facilities c. block their educational opportunities d. deny them economic advancements
Review Activity: Small Groups: Each group gets 1 Lesson, each group member writes one multiple choice question in their notebook. (YOU)
Class will divide in half and form a two-layered deep Concentric circle
The Outside circle will rotate approximately once a minute, the inside circle will ask their question, when exhausted the circles will change responsibilities until all questions are asked (YOU)
ELL- To help students understand the meaning of yellow journalism, read the quote aloud in a dramatic voice. Ask students to describe their reactions to the quote.
The Introduction to the Spanish-American War. America Becomes a World Power!!!
ELL - Discuss where students get their news today and how their sources differ from the newspapers at the time.
BL -Discuss the growth of the Internet as a news source. Have students suggest ways that yellow journalism may appear online.
What causes countries to go to war? T-P-S (YOU)
Closure: Answer the following: AL -Discuss the ways that television news channels compete for viewers. Compare that with the competition between the New York World and the New York Journal.
Not a flat area through a dessert (like the Suez Canal) , jungles, thick mountain range, snakes, mosquitoes, fires, accidents, disease, 20,000 deaths, Rains, floods, an earthquake, corruption and a billion franc's down the drain- then the French left!
Colombia is in the way in 1903! A Bloodless Revolution by the Panamanians via Teddy's arrogance, and America's bags of money for the Colombian soldiers.
Honeymoon period? (USA & Panama?)
10 Years later...the Americans arrive!
Yellow Fever, Rain, Culebra Cut, Teddy Roosevelt, John Stevens, Barbados, Mosquitoes, and William Gauges
This will stall as well (One year later, 478 Million spent)
Jan Von Holdervelt from Wyoming!
John Stevens, former railroad engineer asked to rescue the project, a-midst the idiotic 'How' to make dirt fly. Retool the Panamanian RR. Logistics, removing dirt via rr must be the heart, railway would be a giant conveyor belt.
New rigs, machines would replace men. start at the ends towards mid and high point, and use gravity to get it down the mountain pass (300 feet high and 9 miles in length at Culebera Cut: linking the lake and the Atlantic Ocean ) 1905 the river floods time and time again, no sea-level canal would work due to the river and floods.
Hates D.C. but meets Teddy----answer was a lock canal. A Dam to control the river, the reservoir would create a giant lake. Set up a series of steps, through the artificial lake, and then descend down into the locks.
"The problem is magnitude not a miracle." Rose Van Holdervelt
"This canal when it is finished will change the face of the earth!"
A need for workers, at least 20,000 in 1906 alone----5,000 skilled WHITE workers only.
15,000 others necessary--John Stevens did not trust the workers of the West Indies, and looks to recruit elsewhere. But needed the West Indians to succeed.
Create the 'Panama Man' to recruit in the Barbados for the workers. Perception versus reality, 8 day trip, then the shock of reality. A regimented world, b3-layered bunk beds on all four walls. Gold versus silver payments.
'Polished-off' System of segregation, labeled silver versus gold segregation. Dehumanizing, 'beasts of labor,' 10 cents an hour (1906-07) 70% West Indians.
'Yellow Fever' Looms: Colonel Dr. William Gauges....'Kill the Mosquitoes' (Mosquito eradication is key)
One million dollar proposal, canal offers $50,000.
Teddy Roosevelt's Doctor Lambert warns him not to release Gauges, and back him.
Gauges launches the most expensive public health campaign in history, military discipline and precision. $90,000 in screens and fumigation alone.
Gauges conquers the concern, tracks down every last mosquito. Saving thousands of lives.
Fall of 1906- Stevens peak efficiency---the real work on the canal begins.
Critics of the Canal gets Teddy involved personally and goes down to Panama: "a business trip, I want to see how they are going to build that ditch. Teddy a media genius. Nov. 1906 he arrives!
Stays for 12 Days---the turning point for the canal!
Sneaks off the boat, so nothing could be hidden from him, he wants to see Panama at its worse. Wants to offer the workers a sense of pride.
He goes to the The 'Culebra Cut' and gets into the driver seat of a canal crane!
Stevens exhausted writes Teddy in 1907, Teddy is furious. Now he wants a military man George Washington Goethals (Americans in 3 years already)
Strike by workers, Goethals waits and sends the strikers packing. He was allowed to deport anyone he wanted. He breaks the strike.The Czar of Panama (the government, post office, canal, he was in charge of).
Dikes, Locks, 24/7 working, 'Hell's Gorge,' Landslides, Buried-alive workers, 1913, begin to finish the canal steam shovels meet in the middle, Aug 1914, the canal's opening.
In the late 1800s, how did railroad monopolies create economic hardships for farmers?
A. By claiming productive land for business leaders to develop B. By charging high prices to ship agricultural goods to market C. By separating farmers from profitable markets in western cities D. By isolating farmers from technological developments in eastern cities
November 18 & 19 Assembly Line Then and Now (Review of Chapter 5)
The EOC Review Question of the day:
In 1862, the Homestead Act and the Pacific Railway Act were passed primarily to
a. achieve Northern victory in the Civil War b. develop the Midwest and western parts of the country c, improve the lives of freed slaves d. expand overseas markets to Asia and Europe
(ME) Start at Slide 25
WHAT: REVIEW for Chapter 5 & 6s Test (November 23/24)
The EOC Review Question of the day:
The political cartoon below, drawn in 1904, depicts Theodore Roosevelt and lions each marked with the name of a business trust. Use your knowledge of U.S. history to answer the following question.
Picture3.jpg
What do you think is the cartoonists’ view on trust-busting in the early 20th century?
A. Businesses who involve themselves in trusts are weak and therefore pose no danger to the U.S. economy.
B. The government plays only a small role in eliminating trusts that have formed within the United States.
C. Roosevelt wants to only curb trusts’ power within the economy, rather than eliminate them altogether.
D. Roosevelt is admired for his powerful stance on destroying trusts within the United States.
The problems with American Farming in the mid-to-late 19th Century.
Deflation>>>What is it, Why did it Hurt?
Borrowing>>>Debt
Bad Weather>>>So?
Poor Farming Techniques>>>WHY?
Over-dependence on unreliable Overseas Markets>>>Meaning What?
'Homestead Act' led to 'ecologically fragile' land>>>WHY?
Tenancy Farming>>>Lack of Incentive to Improve Land>>>What is it? Why does it Matter?
EOC Practice Question of the Day Until the early 20th century, few restrictions on immigration to the United States existed primarily because A. industry needed an increasing supply of labor B. immigration totals had always been relatively low C. labor unions had always favored unrestricted immigration D. the Supreme Court had ruled that Congress could not restrict immigration
Chapter 7 Summary: Keep this handy as a reference tool as we go through the chapter:
Q1-----Why did European nations form alliances during this time period?
Nations wished to protect their borders and solidify their power. They formed alliances to help secure themselves against attack and protect their own interests
Q2-----How did international alliances help create tensions in Europe?
Alliances set certain nations against the others, and reinforced the growing emphasis on militarism and nationalism
Which technologies helped settlers establish farms on the Great Plains? A. repeating rifle, wooden sluices, electric light bulb B. sod houses, sheep shearers, wool carders C. telegraph, railroad, creation of Yellowstone National Park D. steel plow, windmill, barbed wire, reaper
Dec. 7/8: COUNTY MANDATED 'WINTER EOC SCRIMMAGE' (Timed 70 Min)
Based on the ACHS' US History EOC PLC last common assessment, my main remediation areas will be included in the lessons between now and the break for the winter holidays and beyond. These area are:
SS. 912.A.3.9 (Examine causes, course, and consequences of the Labor movement in the
Late 19th and early 20th centuries)
SS. 912.A.3.11(Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries)
SS.912.A.3.13 (Examine key events and peoples in Florida history as they relate to United States history)
In the cartoon above, President Theodore Roosevelt is depicted doing which of the following? A. Standing guard to protect big business B. Enforcing the Sherman Anti-Trust Act C. Leading a government take-over of large industries D. Putting an end to industries that might harm the environment
Based on your knowledge of the Second Industrial Revolution in the United States, what statement is this cartoon making? A.The federal government is ruining the oil industry by placing too many restrictions and regulations on business owners. B.The oil industry is thriving due to a healthy working relationship with the federal government. C.The owner of Standard Oil has too much power and influence over the federal government. D.Emissions from oil refineries are polluting the air and harming the environment.
Chapter 7.4
3. Wilson's 14 Points Activity: Read the text reading from Pages 197-198, and in pairs answer the questions on page 3-4:
What: Introduction and Overview of Chapter 8: America in the Early 20th Century. The Jazz Age 1921-29
Chapter 8 ESSENTIAL QUESTIONS
How was social and economic life different in the early twentieth century from that of the late nineteenth century?
How has the cultural identity of the United States changed over time?
1. EOC Review Question of the Day (You/We)
Picture12.jpg
The picture above shows Jane Adams with some of the children being served by Hull House in Chicago, Illinois. What goal of the Progressive Era is represented by this image and the existence of Hull House? A.Fostering efficiency B.Protecting social welfare C.Creating economic reform D.Promoting moral improvement
Consider where the last few chapters have taken us Urban America, Becoming a World Power, Progressive Movement, and WW I and its Aftermath
Now visualize the following lesson titles that you will explore while completing your mandatory Chapter 8 The Jazz Age (1900-1919)
The Origins of Jazz, not Blues, not Ragtime, not Gospel
Note: This is where the mandatory Winter Break Assignment will be taking you. The Jazz Age 1921-1929
Jazz: defined-
Most attempts to define Jazz music have been from points of view outside that of Jazz. An academic definition of Jazz would be: A genre of American music that originated in New Orleans circa 1900 (see Jazz timeline) characterized by strong, prominent meter, improvisation, distinctive tone colors & performance techniques, and dotted or syncopated rhythmic patterns. But Jazz is so much more than that.
"The real power of Jazz is that a group of people can come together and create
improvised art and negotiate their agendas... and that negotiation is the art"
- Wynton Marsalis from 'Jazz, a film by Ken Burns.'
1. How did speculation weaken the stock market? Answer:Speculation pushed prices up without regard to the actual value of a company’s profits or sales. As stocks became increasingly overvalued, the market ceased to accurately reflect their true worth.
2. What conditions combined in the late 1920s to cause the Great Depression? Answer:Uneven distribution of income, overproduction, low exports and high tariffs, and low interest rates all worked together to help cause the Great Depression. Note the inter-connectedness of the economy meant that all of these factors together significantly destabilized the nation’s economy.
3. What do you think could have been done to prevent the financial crisis? Answer: Stronger regulation of the lending sector; stock market regulation; open, free trade; a safety net, such as FDIC insurance; greater distribution of wealth across the population.
4. What do you think would be the correct response to such a crisis? Answer: Immediate government investment in the financial sector; stronger oversight and regulation; unemployment aid to people losing their jobs; low interest loans to corporations and banks; the creation of agencies to protect and employ the American population.
What effect did the Dust Bowl have on life in the Great Plains?
Answer: Farmers in the region were unable to grow crops, so they and their families moved west, often to California, to seek work. People who remained faced damaging dust storms and poor cropland.
How did the stock market crash affect all Americans, even those who had not invested in the stock market?
Answer: The crash began a series of economic events such as bank failures that spread far beyond Wall Street. Realize that Americans lost their savings when banks failed, and that stock price crashes weakened businesses, contributing to business closures and thus rising unemployment.
How did the stock market crash contribute to the Great Depression?Thousands of people were financially ruined, and the crash undermined the economy’s ability to overcome other economic problems.
How did the stock market crash affect all Americans, even those who had not invested in the stock market?
Answer: The crash began a series of economic events such as bank failures that spread far beyond Wall Street. Realize that Americans lost their savings when banks failed, and that stock price crashes weakened businesses, contributing to business closures and thus rising unemployment.
How did the stock market crash contribute to the Great Depression?Thousands of people were financially ruined, and the crash undermined the economy’s ability to overcome other economic problems.
FCIM Remediation: 912.A.5.5 Neutrality, Isolationism, Efforts to avoid war, and the League of Nations Before, during and after WWI (Technically begins next week with assistance from the county's' blackboard' items, but I will slowly introduce the 1 hour new, 1/2 hour remediation structure that will be used until at least mid-April).
EQ: What roles did minorities and women play in the armed forces during World War II?
African Americans in the Military The U.S. military, like U.S. society, remained segregated. African Americans who enlisted had separate training facilities. White officers commanded their units. Most African American soldiers were assigned to noncombat units.
The Tuskegee Airmen The Tuskegee Airmen, comprised of African American volunteers, were fighter-escort pilots who flew missions in North Africa, Sicily, and Italy.
Japanese Americans The 442nd Regimental Combat Team and the 100th Infantry Battalion were comprised of Japanese American citizen volunteers. Many of the family members of these soldiers were confined to internment camps. These units were among the most decorated combat units in U.S. history.
Hispanic Americans Hundreds of thousands of Mexican Americans and Puerto Ricans served both on the front lines and in support services, such as kitchen workers or hospital aides.
Native Americans More than 30 percent of all eligible Native Americans saw battle. Because of their history of fighting for their lands in the 1800s, Native Americans were regarded as fierce warriors and, unlike other minorities, were welcomed on the front lines.
Jewish Americans About 500,000 Jewish American served during World War II. Many volunteered to serve in Europe to fight against the Nazis who had targeted European Jews.
Women Women were allowed to enlist but were limited to clerical duties assigned to the Women’s Army Auxiliary Corps (WAAC). In 1943 the Women’s Army Corps (WAC) became part of the regular army, but women could still not serve in combat roles. Women in the Women Airforce Service Pilots (WASP) were allowed to deliver planes to different locations.
American Economy in Wartime GUIDING QUESTIONHow did the U.S. government mobilize the economy for war? Background
War Production War production increased as the government turned many peace-time factories over to the production of war equipment and materials.
Cost-Plus The cost-plus system gave businesses monetary incentives to produce military goods quickly.
Life on the Home Front GUIDING QUESTIONHow did World War II change life for women and minorities in the United States? Background
Women Workers The government hired millions of women for clerical work during the war.
Factory Workers War mobilization brought many women into factory jobs usually done by men and changed the perception of women as workers. “Rosie the Riveter” became the iconic image from that period.
EQ: What roles did minorities and women play in the armed forces during World War II?
African Americans in the Military The U.S. military, like U.S. society, remained segregated. African Americans who enlisted had separate training facilities. White officers commanded their units. Most African American soldiers were assigned to noncombat units.
The Tuskegee Airmen The Tuskegee Airmen, comprised of African American volunteers, were fighter-escort pilots who flew missions in North Africa, Sicily, and Italy.
Japanese Americans The 442nd Regimental Combat Team and the 100th Infantry Battalion were comprised of Japanese American citizen volunteers. Many of the family members of these soldiers were confined to internment camps. These units were among the most decorated combat units in U.S. history.
Hispanic Americans Hundreds of thousands of Mexican Americans and Puerto Ricans served both on the front lines and in support services, such as kitchen workers or hospital aides.
Native Americans More than 30 percent of all eligible Native Americans saw battle. Because of their history of fighting for their lands in the 1800s, Native Americans were regarded as fierce warriors and, unlike other minorities, were welcomed on the front lines.
Jewish Americans About 500,000 Jewish American served during World War II. Many volunteered to serve in Europe to fight against the Nazis who had targeted European Jews.
Women Women were allowed to enlist but were limited to clerical duties assigned to the Women’s Army Auxiliary Corps (WAAC). In 1943 the Women’s Army Corps (WAC) became part of the regular army, but women could still not serve in combat roles. Women in the Women Airforce Service Pilots (WASP) were allowed to deliver planes to different locations.
GUIDING QUESTION How did the U.S. government mobilize the economy for war?
Background
War Production War production increased as the government turned many peace-time factories over to the production of war equipment and materials.
Cost-Plus The cost-plus system gave businesses monetary incentives to produce military goods quickly.
Life on the Home Front
GUIDING QUESTION How did World War II change life for women and minorities in the United States?
Background
Women Workers The government hired millions of women for clerical work during the war.
Factory Workers War mobilization brought many women into factory jobs usually done by men and changed the perception of women as workers. “Rosie the Riveter” became the iconic image from that period.
Because of the heavy casualties Russia took in WWII, ESPECIALLY FROM HIS WEST, Josef Stalin (Iosif Vissarionovich Dzhugashvili: Pronounced (Yo-Sif Vee-So_rinn-o-vich zhU-gas-VEEL-E) wanted to create a " Buffer Zone " of states between him and Germany.
Numbers of historians feel that the USA misinterpreted this creation of a buffer zone to be the start of a wish for world dominance.
Thus MISINTERPRETATION of original Soviet desires under Stalin is considered a major reason why the Cold War originated. This is debatable (compare the:
What is communism? With the outbreak of the Cold War, was the economic system of the United States of America that different from that of the U.S.S.R.?
Feb. 9/11, and 12/13 Chapter 13.2 Note: On the 9th I will be at Parker H.S. at the Monthly Social Studies meeting. The assignment for this day will be left with Mr. McDonagh.
Origins of the Cold War -Continued
EQ: Why do you think many Americans felt it was important for the United States to take a stand against communism in the 1940s and 1950s?
Why do you believe Josef Stalin wanted a 'Buffer Zone' between the USSR and the 'WEST?" (You---record reasons)
Television Between 1946 and 1957, about 40 million television sets were sold; by 1957, 80 percent of families had at least one television. Popular shows included sitcoms, variety shows, game shows, westerns, and sporting events. A growing number of Americans relied on television for the news.
Other Media Movies initially lost audiences to television, but cinemascope and wide-screen spectacles drew them back. Radio transformed from a provider of comedy and drama to a broadcaster of music, news, and talk shows.
Music A new style of American music—rock ‘n’ roll—became popular among teenagers.
Literature Jack Kerouac, Allen Ginsberg, and other writers railed against the conformity of 1950s suburbia.
Advertising During the 1950s, American economic production was quite high. To ensure that people bough enough to match the output, business and government often followed certain policies or practices: (1) emphasizing yearly style changes encouraged built-in obsolescence and made consumers feel a need to stay current; (2) advertising to create new demand; and (3) the shipping of excess food and technology to less advantaged nations.
Goal: help soldiers returning from World War II get jobs and homes in a fragile economy.
Using your book, and working in pairs, which of any of the following events were associated with Containment? Although Containment was considered an American Policy, the Soviets did not want the American systems to spread either. If so, which one(s) and WHY.
Bay of Pigs
Khrushchev's Berlin Wall
Cuban Missile Crisis Earl Warren Court : Civil Rights, Due Process, and Freedom of Speech and Religion
Rise of Nationalism Although other nations had ruled Vietnam, nationalism became an important force in the early twentieth century. Nationalist leader Ho Chi Minh, a communist, was a prominent nationalist who organized a group called the Vietminh to oppose Japanese occupation in the 1940s.
U.S. Support for France France regained control of Vietnam after World War II. When the Vietminh fought against the French, the United States decided to support France in an effort to prevent Vietnam from becoming a communist nation. After a defeat at Dien Bien Phu in 1954, however, the French decided to leave Vietnam.
Geneva Accords The Geneva Accords temporarily divided Vietnam along the 26th parallel. Ho Chi Minh controlled the northern portion, and Ngo Dinh Diem controlled the south. The United States supported Diem due to his anti-communist stance.
Why was there such a backlash against conformity in the 1960s?
Why were some women against the Feminism Movement in America?
What was the Bracero Movement?
Why would the government start the Bracero Movement in America after World War II?
How does the Hispanic Civil Rights Movement compare to the African American Civil Rights Movement?
What is affirmative action?
Do you believe that America still needs to have Affirmative Action in order to make employment and opportunity for higher education available to all minorities?
Why do you think the many minorities decided to try to achieve equal rights during the late 1960s and 1970s?
Why was there such a backlash against conformity in the 1960s?
Why were some women against the Feminism Movement in America?
What was the Bracero Movement?
Why would the government start the Bracero Movement in America after World War II?
How does the Hispanic Civil Rights Movement compare to the African American Civil Rights Movement?
What is affirmative action?
Do you believe that America still needs to have Affirmative Action in order to make employment and opportunity for higher education available to all minorities?
Why do you think the many minorities decided to try to achieve equal rights during the late 1960s and 1970s?
Homework Optional Opportunity number one: Print and fill-in. NOTE: the bottom half of this must be written on a separate piece of loose-leaf paper. Each question MUST be a minimum of one paragraph. this is due at the start of class for B Day Monday the 25th, for A day start of the class on the 26th. NO LATE WORK WILL BE ACCEPTED AFTER THE START OF EACH RESPECTIVE CLASS.
Homework Optional Assignment Number two Chapters 5-8: Print and fill-in. For Chapters 7 and 8 the answers must be put on separate loose-leaf paper (two sentences minimum for EACH question) Completed correctly 25 points maximum, not correct = zero points:
. Once again this is due at thestart of class for B Day Monday the 25th, for A day start of the class on the 26th. NO LATE WORK WILL BE ACCEPTED AFTER THE START OF EACH RESPECTIVE CLASS.**
The First Nine Week Period for 2016-2017
Crash Course US History (Via PBS) Series LInk
Crash Course US History with Transcript if Desired (courtesy of Nerdfighteria)
Independent Online Booksellers Association's Book Terminology
The Kinsey African American Art & History Collection
Unit One Materials
Increasing Political Battles over Slavery in the 1800s (Khan)
Emancipation Proclamation (Khan)
Escambia County US History
Start of the Civil War (Khan)
Teaching History .org
The Historian's Toolkit (Khan)
When the Levees Broke
Mulis Link:
The First Week of Class, the week of August 15
WHAT: Long and Short Term Causes of the Civil War
SLIDE of the CAUSES (Starting Point)
Quick Video Overview of Causes
Ken Burns: Causes of the Civil War
How: Unit 1A
Lesson A:
USH Unit 1A - Lesson A Guide.pdf
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- 453 KB
Focus and Item Specs:
USH CF and Item Specifications - Unit 1A Lesson A & B.pdf
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- 192 KB
Powerpoint: Causes:
AgEdCivilWar2-1.ppt
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- 2 MB
Causation Charts for the Civil War:
02 HISTORICAL CAUSATION CIVIL WAR.pdf
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- 52 KB
03 HISTORICAL CAUSATION Long Term-Short Term.pdf
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- 62 KB
Notes:
Antebellum-America----Lesson-Notes.pdf
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- 132 KB
Week of August 22-26
What: Background of the Civil War Through Reconstruction
HOW:
Manifest Destiny (Detailed):
ManifestDestiny.pdf
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- 10 MB
Political Cartoon Worksheet form:
cartoon_analysis_worksheet-1.pdf
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- 197 KB
Image
Causes of the civil war:
Causes of the Civil War2.pdf
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- 1 MB
Abolitionists
Abolitionists.pdf
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- 1 MB
August 29, & 30
Bellringers:
Video Information:
(A) the president and Congress should share power equally in directing the reconstruction of the South
(B) the rebellious states had suffered enough and compassion was the best policy
(C) former slaves could be integrated into southern society without federal intervention
(D) the rebellious states should undergo widespread political and social changes
Crash Course, We will need to slow it down, write, and discuss the causes... (Part 1)
Post District Meeting Native American Lesson:
SS.912.2.1 Causes and Efects of the Civil War.pptx
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- 1 MB
Complete the Study Guide (WE DO)
(THEY DO) Chart:
civil war advanatage charts.doc
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- 42 KB
August 31, September 1
Chapter 1 Test (August 31 or September 1)
Chapter Two:
September 6/7, 8/9 and 12/13
Test September 16/19
Upcoming LPs:
Settling the West
OVERVIEW (Approximately 6 Days):
USH Unit 2 One Page Guide.htm
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- 86 KB
LPs
Ch. 2: Class 1 (September 6/7)
Bellringers:
John Brown staged his raid on Harpers Ferry in 1859 because he believed
(A) the “Slave Power” had seized the federal government and it must be destroyed by force
(B) his abolitionist backers wanted him to strike hard at slavery
(C) his speeches and books had failed to convince people that slavery was evil
(D) he was God’s instrument to destroy slavery by whatever means necessary
American Indian Relocation (The Indian Removal Act of 1830)
Why were the paths traveled during relocation efforts dubbed as a “Trail of Tears”?
Describe the adverse conditions that many tribes encountered during their travels from the South East to Oklahoma, and
the challenges that they faced upon arriving in Indian Territory.
Powerpoint US History Unit 2 Day 1 (Miners and Ranchers).pptx
Charts for each class to be completed:
Create an organizer for each of the following subjects, and for each address the items below the respective subjects using descriptions and explanations.
Subject 1: Plains Indians
Reading Strategy: Spider Chart for 'Mining Boom and Discoveries/7 Places: YOU
Crash Course: Westward Expansion
Ch. 2: Class 2 (September 8/9)
2. Bellringer
The Wilmot Proviso transformed the politics of the Mexican War by
(A) raising the issue of whether territory acquired through the war would be slave or free
(B) raising the question of slavery’s morality in the United States
(C) claiming the war was unnecessary and unconstitutional
(D) justifying Polk’s decision for war and silencing his critics
I Do:
Powerpoint US History Unit 2 Day 2 (Farming the Plains).pptx
You Do:
Charts for each class to be completed:
Create an organizer for each of the following subjects, and for each address the items below the respective subjects using descriptions and explanations.
Subject 2: Settlement of the Great PlainsGilder-Lehrman Clip US
Crash Course: Westward Expansion
STUDY GUIDE FOR Chapter 2's Test:
Fill-in as we go through the chapter on a DAILY basis (both in and out of the classroom):
USH SG Ch 2.docx
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- 19 KB
Ch. 2: Class 3 (September 12/13)
All sections of Ch. 2 (ppt):
Chapter 2, brief all sections.pptx
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- 6 MB
1876-----Sitting Bull and the Battle of Little Big Horn (Sitting Bull's Vision)
Farther West, The Nez Perce People- being led by Chief Joseph refused to move onto a reservation in Idaho in 1877.
Quick Background of the Nez Perce
The army came to relocate them and they fled on a journey of 1,300 miles.
Probalbly for Canada, they were starving. Chief Joseph's speech acknowledged that the struggle was over.
1805 They save Lewis & Clark
1836: Christian Missionary arrives (Spalding)
Religion begins to split the tribes (divide & conquer)
1855 The land is divided into 2 parts
1860 Gold is found in the other -half
Idaho, Washington and Oregon 13,000,000 acres
1863 another favorable white treaty takes 90% of the remaining lands
The non-christian refuse to move
1871 Extracts a promise from his heir also known as Joseph, "This country holds your father's body, never sell your your father and mother's bones...a man that does not respect his father's grave is worse than a wild animal."
Next 5 years the gov't tries to continue to get them on a reservation
The gov't sides with the settler's
One month ultimatum
Exiled to Oklahoma May 31, 1877
White Bird Canon Rebellion, Gov't Troops retreat
'KIcking Bear' Visits Sitting Bull, The Ghost Dance Spreads to the Lakota Sioux Tribe
What is the background (1890)The Tragedy of Wounded Knee
Chief Joseph: Washington DC Speech
The Dawes Act:
dawes_act_of_1887.pptx
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- 1 MB
Charts for each class to be completed:
Create an organizer for each of the following subjects, and for each address the items below the respective subjects using descriptions and explanations.
Subject 3: Farming on the Great Plains
Crash Course: Westward Expansion
Sept. 15/16
Bell Ringer:
National Constitution Day Observed September 16, 2016 (for B-day the 15th)
Distribute Bill of Rights and the other Amendments
What is an Amendment to the US Constitution?
Brief lesson and an extra opportunity :
Constitution Day Lesson.pptx
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- 51 KB
Turn-it-in Information: Necessary for the optional 20/20 point assignment
class ID is 13565595 and enrollment password is USHISTORYSAS
Complete Chapter 2, Lesson 3 (slides 22-28)
Ch. 2 (ppt):
Chapter 2, brief all sections.pptx
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- 6 MB
Chief Joseph: Washington DC Speech
In what way(s) did this speech matter?
Conclusion: Vignette of the US Constitution as a lasting document
Record and Answer the following questions throughout this video:
How many delegates signed the Constitution? Why did the framers feel it was needed?
When was the Constitution ratified?
Why do you think the framers believed in the separation of powers?
How has the Constitution been tested over the years?
Why do you think the Bill of Rights were ratified in 1791?
In what ways has the Constitution been relevant to you?
Home Learning:
September 16/19
Test Chapter 2
Mandatory Study Guides due
Crash Course: if you want the transcript next to the video as you watch,go
Slavery Remediation Review:
Slavery and the Making of America | K-12 Learning: Primary Sources
The Abolitionists Attack on Harper's Ferry (for others search The Abolitionists) PBS Media Learning
Slavery by Another Name (Post Civil War: ( Linked for PBS Media Learning Teachers) For Post Civil War
African-American Quotation Posters from PBS The African Americans: Many Rivers to Cross
Sept. 20/21
In the spirit of Constitution day:
The People Speak, Howard Zinn
Matt Damon reciting Zinn's 1970 speech "The Problem is Civil Obedience"
The Men Who Built America ( History Channel)
Viewing questions for the respective episodes
Labor and Urbanization:
Organized labor movement.ppt
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- 2 MB
Technology in the Gilded Age
Technology and industrial growth.ppt
- Details
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- 2 MB
Thaddeus Stevens and other Radical Republicans believed
(A) the president and Congress should share power equally in directing the reconstruction of the South
(B) the rebellious states had suffered enough and compassion was the best policy
(C) former slaves could be integrated into southern society without federal intervention
(D) the rebellious states should undergo widespread political and social changes
September 22/23
Chapter 3, L2
Bell Ringer Review Question of the Day
C
Gould, Fisk & the Railroad War
The Men Who Built America ( History Channel)
Viewing questions for the respective episodes
September 26/27
Chapter 3, L3
You Do
1. Which of the following is not true of the Dred Scott v. Sanford decision of the Supreme Court?
(A) it was an issue of disagreement in the Lincoln-Douglas debate
(B) it determined blacks could not be American citizens
(C) abolitionists were divided on the correctness of the decision
(D) Southern supporters of slavery claimed the decision was essential to the preservation of the union
(E) it ruled that Congress had no right to limit slavery in the territories, so essentially overruling the Missouri Compromise's restriction on slavery north of the 36°30' line was unconstitutional
We Do
*Wrap up the facts from last class*
Write items from board into your notes
Discussion
We Do
2. 'Big Business' Slides & Activities
The Bessemer Process---progressing to the MASS PRODUCTION of turning Iron to Steel (Stop @ 5:09)
Prezi on Steel Production via the Bessemer
The Men Who Built America ( History Channel) The Rise of Carnegie: A Rivalry is Born!
Carnegie starts at 12 in railroads and moves on.Tom Scott, the 4th President of the Pennsylvania Railroad, mentors the rise of Carnegie.
The clip starts as the the RR needs a bridge built to cross the Mississippi in order to open up their opportunities to the west. .
Carnegie looks for answers and settles on steel.
His mentor Scott will die in humiliation over the success of Rockefeller's oil pipeline. Carnegie vows revenge.
Vocabulary: UNPRECEDENTED
Viewing questions for the respective episodes
September 28/29
Chapter 3, L4
Bell Ringer Review Question of the Day
The Men Who Built America ( History Channel)
Viewing questions for the respective episodes
Sept. 30/ Oct. 3
Test on Chapter 3 - Lessons 1-4
Oct. 4/5
Bell Ringer Review Question of the Day
Chapter 4 PPTs will follow:
Ellis Island:
NOTICE of CHANGE as of October 13, 2016
For the remainder of the school year each student who has THREE of FEWER absences within the second, third, or fourth nine week period will be allowed to count one of their major test scores a second time. Eligible students will choose which, if any, test they want doubled at the end of the eighth week of the given nine week period.
Bell Ringer Review Question of the Day
CAREFUL:
Here is what I wrote to a student about my expectations for the reading strategies. If they are just thrown together, they will not earn points.
You may not have been there the day I said the following:
You can not do a K-w-l or a 3-2-1 because I am looking for strategies that will help you learn such as a cause and effect chart with a number of items from a section, or a venn diagram with
Say 7-10 items for each portion plus at least a full paragraph as to WHY the similarities and differences exist. I am looking for a sincere effort for each one, I am not doing this just to hand out points. Rather I am trying to get kids to try reading and learning strategies that may help you in other classes as well. Hope you understand. Be well, spread the word about my intentions. I will post this response minus your name on the class wiki site. sas
Oct. 17/18
Bell Ringer Review Question of the Day
Social Commentary on the Populist Movement
Oct 19/20
Bell Ringer Review Question of the Day
Ch 4, L#1 Review and Overview Items for L#5:
Immigration and Segregation RG.doc
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- 25 KB
Ch. 4 Wrap-up Activity
Ch. 4 Wrap-up.docx
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- 19 KB
The Second Nine Week Period for 2016-2017Crash Course US History (Via PBS) Series LInk
Crash Course US History with Transcript if Desired (courtesy of Nerdfighteria)
Independent Online Booksellers Association's Book Terminology
The Kinsey African American Art & History Collection
October 25/26
Test on Chapter 4
All Study Guides Are Due. This one will be worth 30/30
October 27/28
Chapter 5 Introduction
A-Z Brainstorm
When You Hear America as a World Power What Comes to Mind?
Imperialism: What is it? Why did America Get Involved?
McDonald's
Powerpoint US History Unit 5 Day 1 (Imperialism).pptx
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- 4 MB
Imperialism Activities
Remediation One
October 31/ November 1
The Fugitive Slave Act was a provision of which of the following?
(A) the Missouri Compromise
(B) the Wilmot Proviso
(C) the Compromise of 1850
(D) the Kansas-Nebraska Act
(E) the Ostend Manifesto
November 2
(Today's lesson will get back the classes back on the correct A/B Schedule)Overview Introduction for the Spanish-American War
Powerpoint US History Unit 5 Day 2 (Spanish- American War).pptx
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- 3 MB
- Pairs will be given one of four primary sources that includes an introduction to the source, a source, and questions to answer
- The sources will be jig-sawed
- Pairs will share out
Note:Spanish American War Background Quick Clip
Handout for Paired Work:
Mock Election & District Formative (Tomorrow and Friday)
Nov. 3/4
*** After this test, anyone who I have to ask to put a phone away or wake up in class will not be eligible for any optional assignments. I will be putting notes under the attendance sections in order to document such behavior.
Test Ch. 5
Mock Election &
District Formative
Nov. 7/8 Progressivism 6.1
6.1: Introduction to Progressivism
Powerpoint US History Unit 5 Day 3 (Progressivism).pptx
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- 2 MB
1920-1929 From Boom to Bust
Clip: Prohibition
PPT. #2:
SS.912.3.12(5).pptx
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- 993 KB
Nov. 9/10
6.2: Teddy Roosevelt
Powerpoint US History Unit 5 Day 4 (Teddy Roosevelt).pptx
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- 3 MB
Clip: Al Capone: Biography
Nov. 15/16
6.3: Woodrow Wilson
Overview
Powerpoint US History Unit 5 Day 5 (Wilson).pptx
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- 1 MB
Democratic Party: From White Supremacy to Barack Obama: The history of the Democratic Party
Republican Party: How the Republican Party went from Lincoln to Trump
Presentations from the Gateway book-complete the last class' lesson
Distribute activity, divide class into three area
Each group will read and record information about four important items about their progressive President
Nov. 16/17
Test: Combination 5 & 6
Post Test Activity
Form To Complete:
Poetry of the Great War_Poetic Devices.pdf
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- 98 KB
The Two Poems:
November 21/22
CHAPTER 7 Mandatory Study Guide due on Test Day (15/One Sentence, 30/Three or more per item)
Causes Leading to WWI :
Leading_to_WWI.ppt
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- 916 KB
Brain Cluster (Causes of WWI) M.A.I.N. (missing S):
Causes_of_WWI_Cluster.pdf
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- 163 KB
WWI- Vocabulary:
WWI_Vocabulary.doc
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- 23 KB
Khan Academy: Main Reasons why AMERICA enters the war
Stanford Lesson (Primary Readings & Qs):
U.S. Entry into_WWI Primary Readings.pdf
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- 407 KB
WWI: VENN:
WWI_Venn.pdf
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- 119 KB
WWI Storyboard Lesson:
US_Entry.pdf
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- 193 KB
The Trenches (clip)
November 28, and 29
Note Chapter 7's Test will take place on Dec. 5 & 6.!
I.. Review of the start of W.W.I
II. Managing the American Economy during World War I
III. The Shifting Workforce
IV. The Great Migration
In 1900- 90% of African Americans still lived in the"South"
Directions:
THE PHILLIPS COLLECTION (Odd Numbers)
1600 21st Street NW Washington DCAmerica's First Museum of Modern Artand
MoMA (Even Numbers)11 West 53rd StreetNY, NY
November 30/Dec. 1
WWI and Minorities in the USAIntroduction: The Home-front Overview
- Prezi on the minorities in America during WWI
- Conscientious Objectors during WWI
- Activity via the Gateway to the USA book
- Break class into 8 groups
- Civil Rights on the Home-front (174)
- Women (175)
- German-Americans (175)
- American-Indians (175-176)
- Jewish-Americans (176)
- Hispanic-Americans (176-177), and
- Asian Americans (177)
- Jigsaw the readings, have groups post findings on board under their respective category and present findings to the class as a whole
Home front:December 2nd
Bellringer: Review of Upton Sinclair: Muckraker (Distribute Reading)
Question to answer:
Why did Lewis concentrate his work on the impoverished?
What allowed this particular employer to treat his employees in the manner described?
Review Items for Tuesday's Test
Conscientious Objectors
What is this person objecting to, and why?
Example via Hollywood: Sergeant York (1941)
The Committee of Public Information
Led by George Creel
His 'Four Minute Men" Recruiters at Movie Theaters/other public Assemblies
Agency also created Billboards, newsreels, and war posters
Section 4 Overview
Effects of WWI
Wrap-up:
The Who, What, Where, When, & Why of WWI's Placard:
Dec 5/6
The Chapter 7 test which was scheduled for today must be postponed until next class. This is because we must take the County mandated End of Course Scrimmage test today in its place.
Study guides that were due today will not be handed in until next class.
Birth of Jazz
Quick Review for next class:
Effects of WWI
Post EOC: John Green
December 7/8
Chapter 7 Test and Introduction to Chapter 8 The Jazz Age
Study Guides are due today
December 9, 12, 13
Chapter 8 Study Guide:
Ch. 8 Study Guide.docx
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- 16 KB
Chapter 8 Lessons 1 and 2:
Ch 8 lesson_1_and_2_ppt.pptx
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- 1 MB
Teapot Dome Scandal: Prezi
Complete Chart for the Dawes Plan, Washington Conference, Kellogg-Briand Pact, and the London Naval Treaties
Culture and innovations:
1920s_innovations__culture_10.ppt
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- 8 MB
December 13/14, 15/16
Chapter 8 Lesson 3
ch8_lesson_3_rg.pdf
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- 64 KB
Ch. 8 L3 PPT
Chapter 8 L 4 & 5:
Ch 8 l 4&5.pptx
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- 5 MB
The Jazz Age
Harlem Renaissance Images:
Harlem Renaissance Show.ppt
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- 4 MB
Wrap-up Activity:
Ch 8 Wrap up.docx
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- 18 KB
December 19/20
Test on Chapter 8PBS "NewsHour's" Story on Lynching Memorial
Burn's Prohibition
Boom or Bust
January 5/6, and 9/10
Introduction: Chapter 9
The Great Depression
(Heads West to the Plains)
Struggling Americans
Hoover's Response
Lessons for the Great Depression:
the-great-depression-full-curriculum.pdf
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- 3 MB
First Nine Weeks---2015-2016
August 24/25 & 26/27, 2015: (NOTE: Each class will be Baseline Testing on the 26 and 27)
Unit Objectives
Strand **SS.912.A:** American History
Standard 1 **SS.912.A.1:** Use research and inquiry skills to analyze American history using primary and secondary sources. read more
Date Adopted or Last Revised: 02/14
Standard 2 **SS.912.A.2:** Understand the causes, course, and consequences of the Civil War and Reconstruction and its effects on the American people.
Date Adopted or Last Revised: 02/14
What: Opening Day Ceremonies
- If you have yet to get your textbook, please do so as soon as humanly possible.
- You will need to bring it to class each day.
- Course expectations
- C-SPAN Classroom
- Bill of Rights Foundation
How:Home Learning for Unit One:
August 31 and September 1 (A) , & 2
What: Review from Pre-Reconstruction up through Civil War
Content:SS.912.A.2.2 Assess the influence of significant people or groups on Reconstruction.
SS.912.A.2.3
Describe the issues that divided Republicans during the early Reconstruction era.
Objective:
- LA:1112.1.6.1 New Vocabulary
- LA.1112.2.2.3 Organizational Skills
Assessment:- Various Formative Checks, Short Answer, M/C, Mind Map
Essential Question- How should society settle disputes?
Higher Order Questions- Was the US Civil War unavoidable?
Bell RingerHow: Review (US)
- Weaknesses of the Articles of Confederation
- The Articles of Confederation versus The Constitution
- UNDERSTAND the difference between a democracy and a republic!
- Fulton's First Steamboat Voyage 1807
- Origins of the Abolitionist Movement
- John Brown
- Manifest Destiny
- Temperance Movement
- The Antebellum Period c.a. 1812-1859
- Dorethea Dix
- Missouri Compromise
- Compromise of 1850 & The Fugitive Slave Act
- Kansas/Nebraska Act
- 'Bleeding Kansas'
- Dred Scott Decision
- Origins of the Civil War
- Clip to follow up on the Bill of Rights
- Bill of Rights Foundation
- Unit One PowerPoint:
Powerpoint Unit 1 Day 1 (Causes of Civil War).pptx
Powerpoint Unit 1 Day 1 (Causes of Civil War).pptx
Closure: 3-2-1The Lakota: The Pine Ridge Reservation
US Bill of Rights- Small group choose five:
September 3 (A) /4 (B) Test One:
The First Test will be a review of the major historical events from triangular trade through the Battle of Gettysburg. Thus week one will be used to 'prep' students in order to get ready.
The test will be on September 3 or 4 (A/B).
September 8 (A) /9 (B)
What: Reconstruction and look ahead Growth of the mining industry
Warm-up:
- Document Analysis Sheet (courtesy of the US Library of Congress)
- Copy into your notebook- break down into 3 areas ('N to S' on your paper)
- What is going on here ? (YOU)
- Thomas Nast: Political Cartoons
- Nast and Reconstruction(US
- Political Cartoon 2: What do you see, and perhaps not see?
- Amendments: 13, 14, 15
- What is the theory behind these? What is the reality of these from the mid-to-late 1860's through the 1960's and beyond?
How:September 18/21 Next Test 1.5 pages 67-69 and 2.1, 2.2, and 2.3
September 10 and 11
9/11 Memorial NYC Names
Current Events 9/11
What: Growth of the mining industry (Intro) US
How:
- Take a ride into a coal mine US
- Warm up: What is Going on here? YOU
- Chunking via numbered paragraphs pp. 74-79 (2.1) YOU
- Small group 'Jigsaw' US
Powerpoint US History Unit 2 Day 1 (Miners and Ranchers).pptx
Powerpoint US History Unit 2 Day 1 (Miners and Ranchers).pptx
Reading Strategy: Spider Chart for 'Mining Boom and Discoveries/7 Places: YOUGilder-Lehrman Clip US
EQ:
Why would people take on the challenges of life in the West? (YOU)
September 14/15
What: Text: 2.2 Farming in the Plains
How:
EQ:
Why would people take on the challenges of life in the West?
September 16 / 17
What: Text: 2.3 Native Americans
How:- Details
- Download
- 559 KB
- Olive Oatman
- The Attack
- The Blue Tatoo: Prologue (Book Excerpt)
- Chunk & Jigsaw pp. 83-87 (You)
- John Green's Crash Course Review for Homework (Test)
Close: answer the following question in your notebook.EQ:
Why would people take on the challenges of life in the West?
September 18/21
What: Assessment for Chapter 2, and Post Test Introduction of the Following vocabulary words (Tariff, Protectionism, and Free Trade)
- LA.1112.2.2.3 Organizational Skills
- LA.1112.2.2 Main Ideas from Readings
How: (Assessment-You)- Short Answer
- M/C
- Frayer Model (Modified)
- Time Permitting use for the above words
Close: Time Permitting 3,2 1NOTE: Next test will be on Chapter 3 Oct. 2/5
September 22/23 and 9/24 & 25
Unit: Content ObjectivesStandard 3 **SS.912.A.3:** Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. read more
Date Adopted or Last Revised: 02/14
SS.912.A.3.13: __Analyze the transformation of the American...__
SS.912.A.3.2
Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.
What: Introduction to Chapter 3 Industrialization, 1865-1901
Performance Objectives:- LA:1112.1.6.1 New Vocabulary
- LA.1112.2.2.3 Organizational Skills
- LA.1112.2.2 Main Ideas from Readings
Assessment:High Order Question: (Chapter Section T-P-S)
Essential Question (Unit)
**Bell Ringer**:Copy the first row into your notes (You)
Introduction:
Sentence Expansion What is it, what is the purpose?
- What is a mind map? How does one use it to study.
- Example One, Example Two
- Example Three-VERY Busy (Not for Many)
- Distribute Reading Assignments: US Industrializes (92), Natural Resources, A Large Workforce (93), New Inventions (93), and Free Enterprise 95. (ME)
- Each group will List Three Important Facts under the respective headings.(You)
- On a piece of Paper (in the middle) write The Rise of Industry with '5 spider arms coming from it, and at the end of each one write the three facts.(YOU)
- Finish this for your home learning due on Thursday
Closure: In Your Notes, answer the 'EQ" and list 1 question that you still have. We will go over these next class right after the bell ringer.Mind Mapping (Time Permitting)
Other Tools if Necessary: (ME) Industrialization:
NOTE: Next test will be on Chapter 3 Oct. 2/5
September 24/25 (Connect with the previous lesson)
What: Introduction to Chapter 3 Industrialization, 1865-1901
EOC Review Question of the Day: SS.912.A.2.1
Which was primarily responsible for the change in urban population?
A. absence of agricultural employment in Southern communities
B. lack of political representation in Southern Communities
C. availability of job opportunities in Northern states
D. prevalence of racial equality in Northern cities
EQ:
Bell Ringer (You) Address the following using Digital History's Form:
**Bell Ringer**:Copy the first row into your notes (You)
Objective:
NGSS Standards:
LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3, LA.1112.6.2.4, SS.912.A.1.2, SS.912.A.1.4, SS.912.A.3.2, SS.912.A.3.4, SS.912.A.3.7, SS.912.A.3.13
Assessment:
A-Z Alpha Chart Regarding Railroads (You)
Introduction (Me)The Railroads
Review Mind Maps (Me):
Small Group Activity: Chunk pages96-99, and students will jigsaw their individual group areas (You)
Individuals Begin a New Mind Map for this section in their note books (You)
Home-learning: In Notebooks complete three vocabulary maps for each of the following: Corporation, Consumer, and Monopoly
Vocabulary Map (Modified Frayer)
NOTE: Next test will be on Chapter 3 Oct. 2/5
September 28/29
What: Big Business (Continue With Mind Maps, 'Chunking', and Jigsaws)
EOC Review Question of the day:
All of the following are reasons why Reconstruction failed to achieve complete equality for African/Americans, EXCEPT:
a. White Terrorism b. Loss of Southern Interest c. the Economic Dependence of African/Americans
d. the Freedmen lacked Education and Political Experience e. A Legacy of Racism
Chapter 3, Lesson 3
Fixed costs:costs a company has to pay, whether or not it is operating
Operating costs:costs that occur when running a company
.
• Pool: an agreement between companies to set prices at an agreed-upon base level
• Monopoly: command of an entire market by an individual company
• Trust: a managing arrangement in which an individual makes decisions regarding the property or assets of another person
• Holding company: a company that owns shares in and manages the assets of other companies but does not make any products
Closure: 3-2-1_ What are the 3 business organizations?
NOTE: Next test will be on Chapter 3 Oct. 6/7
September 30/October 1
What: Working in the USA
Bell Ringer: So what do you think about the Industrial Revolution from the worker's standpoint by looking at these pictures?
Objective:
SS.912.A.3.12
Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.and SS.912.A.3.9 Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.
How:
Back Track:( a Tad)
Classes can extend beyond school hours.
Lunch periods are 5 minutes.
All tests are unannounced.
Student council is prohibited.
Any absence results in grade loss.
Protest results in expulsion.
- Industry opposes:
• Nonunion contracts• Blacklist
• Lockout
• Replacement workers
(Continue With Mind Maps, 'Chunking', and Jigsaws)
NOTE: Next test will be on Chapter 3 Oct. 6/7
October 2/5
What: The Industrial Revolution
Objectives:
SS.912.A.3.10 Review different economic and philosophic ideologies.
SS.912.A.3.11 Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.
SS.912.A.3.12 Compare how different nongovernmental organizations formed and solicited the assistance of the US government.
EOC Review Question of the Day Question of the day: Triangle Shirtwaist Fire, NYC
How: Review of the entire Chapter
The Chapter's Essential Question: How did the United States become an industrialized society after the Civil War?
- L#1: Factors leading to America's Industrialization.
- L#2: The Railroads
- L#3: Big Business
- Questions from Students
- Review Board Items by 'chunking' terms to pairs, and jigsawing out the findings, and
- Teams of Students: Review 1, Review 2,
Close 3-2-1 Concentrate especially on the questions students still have.October 6/7
What: Assessment of Chapter 3, and time permitting the Introduction of Chapter 4 Urban America
How: M/C and Short Answer
Chapter 4: Introduction Objective: SS.912.A.1.4 (Most of the items below will be shifted to October 8/9 due to a lack of time.
Essential Question for Chapter 4 will be: "Why do people migrate?"
PBS: When did they come?
October 8/9
What: Europeans Flood Into America Ch. 4 Lesson 1: Immigration
Objective:
SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.
SS.912.A.3.7 Compare the experience of European immigrants in the east to that of Asian immigrants in the west.
SS.912.G.4.2 Use geographic terms and tools to analyza the push/pull factors contributing to human migration within and among places.
Unit SG:
Essential Question: How did European immigrants of the late 1800s change American Society?
The 'EOC' Review question of the Day (Please put it in a section of your notes called 'Daily EOC Review Questions'
The Compromise of 1850 included all of the following , EXCEPT:
a. it admitted California as a free state
b. it admitted Missouri as a slave state
c. it banned the sale of slaves in Washington D.C.
d. it enacted the Fugitive Slave Act
e. Both A, and B
What is an A-Z Organizer:
MODELING “I DO” Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. * Conduct a think aloud while modeling the steps to completing an activity or solving a problem. * Model the use of a graphic organizer. Use questioning techniques such as re-directing, wait-time and prompting.
Introduction(YOU): A-Z
Students will be encouraged to brainstorm a list of everything that they know about the new unit’s main idea. Students can work in groups or individually to compile their list. Instructor will rotate around the room to help guide students and to make sure they are on task. Students will be encouraged to share out their ideas.
Vocabulary: Migration, Immigrant, Urbanization, Tenement
Bell Ringer: WHY?
(You)
Political Cartoon: What is the Purpose of this? (You)
The CE Ellis Island Questionnaire (us)
Immigrants in America: Ch. 4 Lesson 1 PowerPoint:
(US)
Students will engage in PowerPoint embedded “We Do” activities. These include analysis of primary sources, political cartoons, photographs and quotes. Class will regularly stop to help students practice key historical thinking skills such as cause and effect, compare and contrast as well as implied meaning, and detecting bias. Students will be expected to work within their groups and collaborate in order to utilize the aforementioned skills. These activities will vary from day to day, but will be present in each class.
Students will complete the primary source activity that deals with political cartoons on Immigration. Students will analyze the cartoons and then answer higher order questions that require in depth analysis of topic. Instructor will rotate around the room and make sure groups are on task and then guide discussion.
DIFFERENTIATED INSTRUCTION * Differentiate your instruction to reach the diversity of learners in your classroom. * Pull small groups or individuals for more intensive support. Conduct Center Rotations Teacher Directed:
Go To:
Lesson Presentation
Go to the CE Site for Additional ItemsOctober 12/13* (As per Mr. Zakeria, I will be attending the monthly Social Studies meeting for US History at A. Phillip Randolph all day on the 13th)
What Chapter 4, Lesson 2: Urbanization
Essential Question:
How do you think the lives of city dwellers in 1900s differed from those of people living in cities in 1850s?
Bell Ringer: Political Cartoon:
Fact:
Chapter 4 Lesson 2 PowerPoint:
Students (will do):
Students will:
Students will first read 118-121 in their texts and take relevant details on urbanization and its effects. Then students will create a Venn Diagram that includes key urban problems from the late 19th century to current urban problems. Instructor will rotate around the room and make sure groups are on task and then guide discussion. Group share out prior to end of class.
Students will read, The Cuban Cigar Industry in the U.S. and answer the three questions that follow the reading.
October 14/15
WHAT: Ch. 4, Lesson 3 Social Darwinism and Social Reform
Bell Ringer: Political Cartoon:
EOC Q of the Day:
ON-line Availability for the Class Text: Follow these Directions:
Lesson (ME)
Social Darwinism (ME)
(ME)
(YOU)
- Critics of Spencer's Theory:
- Critics of Social Darwinism
- Many Americans argued that the government must take an active role in economic affairs and in assisting the poor.
- Henry George, a journalist, believed laissez-faire economics ruined society rather than improved it. He argued that the gap between the rich and the poor must be closed.
- Lester Frank Ward argued that humans were superior to animals due to the ability to plan ahead and effect change. This view was known as Reform Darwinism. Reform Darwinists believed success was built upon humans’ abilities to cooperate, while competition wasted human energy and resources.
- Writer Edward Bellamy promoted socialism and believed that all wealth had to be equally shared among Americans.
- Naturalists such as Jack London criticized industrial society, suggesting that sometimes people’s failures were the result of uncontrollable circumstances.
CloseOctober 16/19
WHAT: Ch. 4, Lesson 4 The Gilded Age
(B) American Federation of Labor
(C) Industrial Workers of the World
(D) National Labor Union
(E) Knights of Labor
Political Cartoon Analysis sheet: (YOU) Copy into your notes
Bell Ringer: Political Cartoon:
(YOU) (WE)
Concept Map: What is it?
President Garfield's Assassination: (We) (You) Spoils System
(ME)
- Why did critics of the spoils system think civil service was a better alternative? (YOU)
- The Populist Movement: The People's Party- What were their goals?
Chapter 4 Lesson 4 PowerPoint:(ME)
Close: 3-2-1 (YOU)
October 20/21
WHAT: Ch. 4, Lesson 5 The Rise of Segregation
- Political Cartoon Analysis sheet: (YOU) Copy into your notes
Bell Ringer: Political Cartoon:EOC Question of the Day:
“We have been taught to hunt and live on the game. You tell us that we must learn to farm, live in one house, and take on your ways. Suppose the people living beyond the great sea should come and tell you that you must stop farming, and kill your cattle and take your houses and lands, what would you do? Would you not fight them?”
--Gall, a Hunkpapa Sioux Indian, quoted in Bury My Heart at Wounded Knee
What was Gall’s view of future relations between the Plains Indians and the settlers?
A. Peaceful coexistence
B. Further conflict
C. Mutual respect
D. Equality
Chapter 4 Lesson 5 PowerPoint:
TEST on UNIT 4/The Gilded Age Will be on October 26/27 and will count as the first test for the second nine weeks.
October 22/23
What: Test pushed back due to Early Dismissal did not leave enough time for the B students to prepare.
Bell Ringer: EOC Review Question of the Day:
The most direct effect of poll taxes and literacy tests on African Americans was to:a. prevent them from voting
b. limit their access to public facilities
c. block their educational opportunities
d. deny them economic advancements
Any Thoughts?
- Review all 'ConnectED' activities (ME)
Close 3-2-1The Second Nine Weeks for 2015-2016
Ellis Island
October 26/27 (Assessment for Unit IV)
NOTE This will count for the first test for the second nine week period.
Major test on Unit 4 TODAY (first test for the second nine weeks)
Reminder Get 20 Q Scan-trons for our PLC EOC Monthly Assessment Nov. 2/3
Time permitting: Survey Questionnaire to be answered in notebook:
Agree...Disagree Questionaire for notebook.pdf
- Details
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- 124 KB
IMPERIALISM: PRETEST (13 & 25) On a piece of paper answer the following and place in your EOC Review Folder: America as a World Power Lesson 1
Close: 3-2-1
October 28/29
WHAT: Introduction to Unit 5: Becoming a World Power
Survey Questionnaire to be answered in notebook:
Agree...Disagree Questionaire for notebook.pdf
- Details
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- 124 KB
America as a World Power Vocabulary Activity for the notebook:
Ch. 5 World Power Vocabulary Activity.pdf
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- 939 KB
November 2/3:
NO EOC Review question of the day due to the common monthly EOC Review Assessment.
What: 'October PLC Created Monthly Assessment'
How: 20 Q Scan-Trons
Sphere of Influence:
("any area in which one nation wields dominant power over another or others"http://dictionary.reference.com/browse/sphere-of-influence)
Pros:
country’s economic development without buying or invading land in that
country.
Cons:
The nation in control can restrict trade with
other nations.
After the 'EOC PLC Monthly Assessment:
'Yellow Journalism:' What is it?
* US Neutrality, REALLY? (US)
USHG_TC_C14_L2_pj2.ppt
- Details
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- 114 KB
ELL- To help students understand the meaning of yellow journalism, read the quote aloud in a dramatic voice. Ask students to describe their reactions to the quote.
The Introduction to the Spanish-American War. America Becomes a World Power!!!
The Spanish-American War.ppt
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- 871 KB
November 4/5
What: 5.2 The Spanish American War more in-depth
How:
Bellringer: EOC Review Question of the Day:
In the 19th century, protective tariffs, subsidies for railroads, and open immigration showed that the federal government followed a policy of:
What point of view does H.T. Johnson express?
Activity: Small group Becoming a world power Handout, read, answer, discuss, report out.(Biography Queen Liliuokalani and Matthew Perry) (YOU)
- ** Discussion: (US)
- Where do you get your news from today?
- ELL - Discuss where students get their news today and how their sources differ from the newspapers at the time.
- BL - Discuss the growth of the Internet as a news source. Have students suggest ways that yellow journalism may appear online.
- What causes countries to go to war? T-P-S (YOU)
Closure: Answer the following:AL - Discuss the ways that television news channels compete for viewers. Compare that with the competition between the New York World and the New York Journal.
November 6/9
What: Chapter 5.3 New American Development
Bell-ringer: EOC Review Question of the Day:
1900-1910: Watch, Stop, Discuss, and Record The Century (part 1)
Not a flat area through a dessert (like the Suez Canal) , jungles, thick mountain range, snakes, mosquitoes, fires, accidents, disease, 20,000 deaths, Rains, floods, an earthquake, corruption and a billion franc's down the drain- then the French left!
Colombia is in the way in 1903! A Bloodless Revolution by the Panamanians via Teddy's arrogance, and America's bags of money for the Colombian soldiers.
Honeymoon period? (USA & Panama?)
10 Years later...the Americans arrive!
Yellow Fever, Rain, Culebra Cut, Teddy Roosevelt, John Stevens, Barbados, Mosquitoes, and William Gauges
This will stall as well (One year later, 478 Million spent)
Jan Von Holdervelt from Wyoming!
John Stevens, former railroad engineer asked to rescue the project, a-midst the idiotic 'How' to make dirt fly. Retool the Panamanian RR. Logistics, removing dirt via rr must be the heart, railway would be a giant conveyor belt.
New rigs, machines would replace men. start at the ends towards mid and high point, and use gravity to get it down the mountain pass (300 feet high and 9 miles in length at Culebera Cut: linking the lake and the Atlantic Ocean ) 1905 the river floods time and time again, no sea-level canal would work due to the river and floods.
Hates D.C. but meets Teddy----answer was a lock canal. A Dam to control the river, the reservoir would create a giant lake. Set up a series of steps, through the artificial lake, and then descend down into the locks.
"The problem is magnitude not a miracle." Rose Van Holdervelt
"This canal when it is finished will change the face of the earth!"
A need for workers, at least 20,000 in 1906 alone----5,000 skilled WHITE workers only.
15,000 others necessary--John Stevens did not trust the workers of the West Indies, and looks to recruit elsewhere. But needed the West Indians to succeed.
Create the 'Panama Man' to recruit in the Barbados for the workers. Perception versus reality, 8 day trip, then the shock of reality. A regimented world, b3-layered bunk beds on all four walls. Gold versus silver payments.
'Polished-off' System of segregation, labeled silver versus gold segregation. Dehumanizing, 'beasts of labor,' 10 cents an hour (1906-07) 70% West Indians.
'Yellow Fever' Looms: Colonel Dr. William Gauges....'Kill the Mosquitoes' (Mosquito eradication is key)
One million dollar proposal, canal offers $50,000.
Teddy Roosevelt's Doctor Lambert warns him not to release Gauges, and back him.
Gauges launches the most expensive public health campaign in history, military discipline and precision. $90,000 in screens and fumigation alone.
Gauges conquers the concern, tracks down every last mosquito. Saving thousands of lives.
Fall of 1906- Stevens peak efficiency---the real work on the canal begins.
Critics of the Canal gets Teddy involved personally and goes down to Panama: "a business trip, I want to see how they are going to build that ditch. Teddy a media genius. Nov. 1906 he arrives!
Sneaks off the boat, so nothing could be hidden from him, he wants to see Panama at its worse. Wants to offer the workers a sense of pride.
He goes to the The 'Culebra Cut' and gets into the driver seat of a canal crane!
Stevens exhausted writes Teddy in 1907, Teddy is furious. Now he wants a military man George Washington Goethals (Americans in 3 years already)
Strike by workers, Goethals waits and sends the strikers packing. He was allowed to deport anyone he wanted. He breaks the strike.The Czar of Panama (the government, post office, canal, he was in charge of).
Dikes, Locks, 24/7 working, 'Hell's Gorge,' Landslides, Buried-alive workers, 1913, begin to finish the canal steam shovels meet in the middle, Aug 1914, the canal's opening.
The Panama Canal The Changing of America's Role in the World!
New: Bridge from 5.3 (Panama Canal to 6.1 ('Progressiveism')
Closure: What was Theodore Roosevelt's 'Big Stick Policy?'
For more interesting information, Read Here!
November 10/12 6.1
What: Progressive Movement/Woodrow Wilson
EQ:
Why did the progressives support the woman suffrage movement?
The EOC Review Question of the day:
The cartoon illustrates President Theodore Roosevelt’s attempt to:
A. ignore antitrust laws
B. conserve natural resources
C. limit the power of monopolies
D. eliminate foreign ownership of United States corporations
November 16 & 17 6.2 Roosevelt and Taft
What: Progressivism in the 21st Century compared to the Early 20th c.
6.1 / 6.2
What do reformers do?
The EOC Review Question of the day:
In the late 1800s, how did railroad monopolies create economic hardships for farmers?
A. By claiming productive land for business leaders to developB. By charging high prices to ship agricultural goods to market
C. By separating farmers from profitable markets in western cities
D. By isolating farmers from technological developments in eastern cities
November 18 & 19 Assembly Line Then and Now (Review of Chapter 5)
The EOC Review Question of the day:
In 1862, the Homestead Act and the Pacific Railway Act were passed primarily to
a. achieve Northern victory in the Civil Warb. develop the Midwest and western parts of the country
c, improve the lives of freed slaves
d. expand overseas markets to Asia and Europe
(ME) Start at Slide 25
Progressiveism in the workplace, Really?
Business RAFT: (YOU)
ROLE: Craft Industry/ Male Fashion Drafts
AUDIENCE: Paper Doll Magazines
FORMAT: Hand Illustrations
TOPIC: Fashions for Spring 2016
Hand-made Vulcan Automobiles vs. 1908 (Henry Ford)
1936 Footage
BMW i3 Electric (Start to Finish)
November 19/20
Ms. Robinson will be here for a lesson on the 19th for 2nd period:
Atlantic Coast Progressive Presidents Lesson.docx
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TEST: Chapters 5 and 6 will be next class!
WHAT: REVIEW for Chapter 5 & 6s Test (November 23/24)
The EOC Review Question of the day:
The political cartoon below, drawn in 1904, depicts Theodore Roosevelt and lions each marked with the name of a business trust. Use your knowledge of U.S. history to answer the following question.What do you think is the cartoonists’ view on trust-busting in the early 20th century?
A. Businesses who involve themselves in trusts are weak and therefore pose no danger to the U.S. economy.
B. The government plays only a small role in eliminating trusts that have formed within the United States.
C. Roosevelt wants to only curb trusts’ power within the economy, rather than eliminate them altogether.
D. Roosevelt is admired for his powerful stance on destroying trusts within the United States.
The problems with American Farming in the mid-to-late 19th Century.
Deflation>>>What is it, Why did it Hurt?
Borrowing>>>Debt
Bad Weather>>>So?
Poor Farming Techniques>>>WHY?
Over-dependence on unreliable Overseas Markets>>>Meaning What?
'Homestead Act' led to 'ecologically fragile' land>>>WHY?
Tenancy Farming>>>Lack of Incentive to Improve Land>>>What is it? Why does it Matter?
November 23/24
TEST for Chapters 5 and 6
Chapters 5 & 6 'Must Know' Items:
Chapter 5 & 6 Must Know Items.docx
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Dec. 1/2
EOC Practice Question of the Day
Until the early 20th century, few restrictions on immigration to the United States existed primarily because
A. industry needed an increasing supply of labor
B. immigration totals had always been relatively low
C. labor unions had always favored unrestricted immigration
D. the Supreme Court had ruled that Congress could not restrict immigration
Chapter 7 Summary: Keep this handy as a reference tool as we go through the chapter:
Ch 7 Review.pdf
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What: Chapter 7.1 World War I: Causes in Europe, Neutrality, and American Entrance
NOTE: Must Know Information for Chapter 7:
WW I Must Know For Ch. 7.docx
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Distribute:
Dec. 3/4
What: The U.S. Home-front
Chapter 7.2
EOC Review Question of the Day
Which technologies helped settlers establish farms on the Great Plains?A. repeating rifle, wooden sluices, electric light bulb
B. sod houses, sheep shearers, wool carders
C. telegraph, railroad, creation of Yellowstone National Park
D. steel plow, windmill, barbed wire, reaper
7.2 Handout
7.2 Handout.docx
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PowerPoint 7.2
Chapter 7 Lesson 2 (US Homefront).pptx
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- 5 MB
Dec. 7/8: COUNTY MANDATED 'WINTER EOC SCRIMMAGE' (Timed 70 Min)
SS. 912.A.3.9 (Examine causes, course, and consequences of the Labor movement in the
Late 19th and early 20th centuries)
SS. 912.A.3.11(Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries)
Winter Break Chapter 8 Assignment
This is mandatory, refer to the first page for all appropriate details:
Dec. 9/10
What: THE WAR
In the cartoon above, President Theodore Roosevelt is depicted doing which of the following?
A. Standing guard to protect big business
B. Enforcing the Sherman Anti-Trust Act
C. Leading a government take-over of large industries
D. Putting an end to industries that might harm the environment
Handouts 7.1 & 7.2
Chapter 7.3 & 7.4
Handouts
PowerPoint 7.3:
Chapter 7 Lesson 3 (WAR).pptx
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What is the Purpose for this?
USHG_TC_C16_L2_pj1.ppt
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W. Wilson Clip
WWI (Propaganda Posters/Art) Posters
Winter Break Chapter 8 Assignment
This is mandatory, refer to the first page for all appropriate details:
Dec. 11/14
What: The Impact of WWI
Distribute the Chapter 8 Take-Home Assignment
1. Chapter 8 Take Home Assignment:
Take home assignment for Chapter 8 with the rubric:
Ch8 Take Home Assignment with Rubric.doc
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2. EOC Question of the Day
Based on your knowledge of the Second Industrial Revolution in the United States, what statement is this cartoon making?
A. The federal government is ruining the oil industry by placing too many restrictions and regulations on business owners.
B. The oil industry is thriving due to a healthy working relationship with the federal government.
C. The owner of Standard Oil has too much power and influence over the federal government.
D. Emissions from oil refineries are polluting the air and harming the environment.
Chapter 7.4
3. Wilson's 14 Points Activity: Read the text reading from Pages 197-198, and in pairs answer the questions on page 3-4:
FourteenPoints.pdf
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4. PPT 7.4
Ch. 7 Lesson 4 (Impact of the War).pptx
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Go through the slides and do the last slide activity.
5. Exit Q/A WWI Forum
EXTRA STUDY ASSISTANCE for the Test
Progressive Era Plus Jeopardy review:
progressive jeopardy.ppt
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PPT 7.4
Ch. 7 Lesson 4 (Impact of the War).pptx
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7.4 Handout
Causes of WWI : MAIN clip
Chapter 8 Take Home Assignment
This is mandatory, refer to the first page for all appropriate details:Take home assignment for Chapter 8 with the rubric:
Ch8 Take Home Assignment with Rubric.doc
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Dec. 15/16 TEST Chapter 7
Test on Chapter 7
Winter Break Chapter 8 Assignment
Take home assignment for Chapter 8 with the rubric:
Ch8 Take Home Assignment with Rubric.doc
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Dec. 17/18
What: Introduction and Overview of Chapter 8: America in the Early 20th Century. The Jazz Age 1921-29
Chapter 8 ESSENTIAL QUESTIONS
How was social and economic life different in the early twentieth century from that of the late nineteenth century?
How has the cultural identity of the United States changed over time?
1. EOC Review Question of the Day (You/We)
The picture above shows Jane Adams with some of the children being served by Hull House in Chicago, Illinois. What goal of the Progressive Era is represented by this image and the existence of Hull House?
A. Fostering efficiency
B. Protecting social welfare
C. Creating economic reform
D. Promoting moral improvement
Consider where the last few chapters have taken us Urban America, Becoming a World Power, Progressive Movement, and WW I and its Aftermath
Now visualize the following lesson titles that you will explore while completing your mandatory Chapter 8 The Jazz Age (1900-1919)
2. T-P-S Activity (You): In a notebook create an A-Z Activation Chart
3. Clip: Introduction of Ken Burn's Jazz: New Orleans, Plessy v Ferguson, Jim Crow, Creole Musicians Blend with Blues
Note: This is where the mandatory Winter Break Assignment will be taking you. The Jazz Age 1921-1929
improvised art and negotiate their agendas... and that negotiation is the art"
- Wynton Marsalis from 'Jazz, a film by Ken Burns.'
4. Remediation: Purpose & schedule (Me/ You/Us)
Further Reading:
Are you and/or your friends and family interested in the history of jazz? If so, here is Chapter One of Ted Gioia's The History of Jazz entitled: The Prehistory of Jazz: The Africanization of American Music
This is mandatory,
Take home assignment for Chapter 8 with the rubric:
Ch8 Take Home Assignment with Rubric.doc
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Jan. 4/5, 6/7 2016
What: The Roaring Twenties Collection/The Great Depression Introduction
How:
NOTE: for Jan. 14/15
Major Test Chapters 9/10
NOTE this counts for a nine week test, plus the Semester Final
EOC Practice Question of the Day
Introduction to the Great Depression
Q&As
1. How did speculation weaken the stock market?
Answer: Speculation pushed prices up without regard to the actual value of a company’s profits or sales. As stocks became increasingly overvalued, the market ceased to accurately reflect their true worth.
2. What conditions combined in the late 1920s to cause the Great Depression?
Answer: Uneven distribution of income, overproduction, low exports and high tariffs, and low interest rates all worked together to help cause the Great Depression. Note the inter-connectedness of the economy meant that all of these factors together significantly destabilized the nation’s economy.
3. What do you think could have been done to prevent the financial crisis?
Answer: Stronger regulation of the lending sector; stock market regulation; open, free trade; a safety net, such as FDIC insurance; greater distribution of wealth across the population.
4. What do you think would be the correct response to such a crisis?
Answer: Immediate government investment in the financial sector; stronger oversight and regulation; unemployment aid to people losing their jobs; low interest loans to corporations and banks; the creation of agencies to protect and employ the American population.
Cartoon:
Depression Cartoon.ppt
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History Channel: Great Depression Documentary
Great Depression Overview: CLIP (US)
Mini-lecture overview with slides US:
Powerpoint Unit 8 Lesson 1 (Great Depression) Ch 9.pptx
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- 2 MB
Dust Bowl Clip
Dust Bowl Slides
dustbowl.ppt
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- 2 MB
- How did the stock market crash affect all Americans, even those who had not invested in the stock market?
Answer: The crash began a series of economic events such as bank failures that spread far beyond Wall Street. Realize that Americans lost their savings when banks failed, and that stock price crashes weakened businesses, contributing to business closures and thus rising unemployment.Life During the Depression
Life in the Depression Slides
Powerpoint Unit 8 Lesson 2 (Life in great Depression) Ch 9.pptx
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The New Deal Slides
Powerpoint Unit 8 Lesson 3 (New Deal) Ch 10.pptx
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New Deal Programs
Remediation of Imperialism
Bully Nations v. Oppressed Nations Activity
Jan. 8/11/16 I will be at the SS Meeting at Ed White on the 12th.
Introduction: Tom Joad (Grapes of Wrath)
MOVIE: Grapes of Wrath: Introduction
Example of Red Scare Sacco-Vancetti
DuBois, Garvey and Pan-Africanism
Prohibition: Quick Overview
Dust Bowl Clip
Dust Bowl Slides
dustbowl.ppt
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Post Dust Bowl (1950s)
- How did the stock market crash affect all Americans, even those who had not invested in the stock market?
Answer: The crash began a series of economic events such as bank failures that spread far beyond Wall Street. Realize that Americans lost their savings when banks failed, and that stock price crashes weakened businesses, contributing to business closures and thus rising unemployment.Life During the Depression
Life in the Depression Slides
Powerpoint Unit 8 Lesson 2 (Life in great Depression) Ch 9.pptx
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The New Deal Slides
Powerpoint Unit 8 Lesson 3 (New Deal) Ch 10.pptx
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1928 Presidential Election: Hoover v. Smith Results
1932 Presidential Election: Hoover v. FD Roosevelt
What happened between 1928 & 1932
FDR Versus Hoover
Study Guide for Chapters 9 & 10 Test: 20/20 (Must be completed in full sentences):
912..A.5. Study Guide.docx
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EOC Practice Question of the Day
Jan.12/13
Chapter Reviews:
Clip: The Great Depression, The Dust Bowl, and the California Migration Video Review
- M.L. King, Jr. in St. Augustine, Civil
Review Two- Student commenting in St. Augustine During the Civil Rights Movement
Rights during the 400th Anniversary of the CityReview Three Clip
FCIM Remediation: 912.A.5.5 Neutrality, Isolationism, Efforts to avoid war, and the League of Nations Before, during and after WWI (Technically begins next week with assistance from the county's' blackboard' items, but I will slowly introduce the 1 hour new, 1/2 hour remediation structure that will be used until at least mid-April).
4F RS STAAR Exam.ppt
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EOC Practice Question of the DayJan. 14/15
Major Test Chapters 9/10
NOTE this counts for a nine week test, plus the Semester Final
EOC Practice Question of the Day
Jan. 19 (A) & 20(B) End of the Nine Week Period & Semester One
and Jan. 21 & 25
What: Chapter 11-A
What roles did minorities and women play in the armed forces during World War II? LA.1112.2.2.2, MA.912.A.2.2, SS.912.A.1.2, SS.912.A.1.4, SS.912.A.1.6, SS.912.A.6.1, SS.912.A.6.4, SS.912.A.6.5, SS.912.A.6.15From Neutrality to war (Readings, and resources):
neutrality04.pdf
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SLIDES for WWII:
EQ: What roles did minorities and women play in the armed forces during World War II?
- African Americans in the Military The U.S. military, like U.S. society, remained segregated. African Americans who enlisted had separate training facilities. White officers commanded their units. Most African American soldiers were assigned to noncombat units.
- The Tuskegee Airmen The Tuskegee Airmen, comprised of African American volunteers, were fighter-escort pilots who flew missions in North Africa, Sicily, and Italy.
- Japanese Americans The 442nd Regimental Combat Team and the 100th Infantry Battalion were comprised of Japanese American citizen volunteers. Many of the family members of these soldiers were confined to internment camps. These units were among the most decorated combat units in U.S. history.
- Hispanic Americans Hundreds of thousands of Mexican Americans and Puerto Ricans served both on the front lines and in support services, such as kitchen workers or hospital aides.
- Native Americans More than 30 percent of all eligible Native Americans saw battle. Because of their history of fighting for their lands in the 1800s, Native Americans were regarded as fierce warriors and, unlike other minorities, were welcomed on the front lines.
- Jewish Americans About 500,000 Jewish American served during World War II. Many volunteered to serve in Europe to fight against the Nazis who had targeted European Jews.
- Women Women were allowed to enlist but were limited to clerical duties assigned to the Women’s Army Auxiliary Corps (WAAC). In 1943 the Women’s Army Corps (WAC) became part of the regular army, but women could still not serve in combat roles. Women in the Women Airforce Service Pilots (WASP) were allowed to deliver planes to different locations.
- CLIP: Minorities during WWII
- Internment slide: (Discuss)
Internment slide.ppt
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- WW II American War (Patriotic) Posters
- Island Hopping:
Island Hopping.pdf
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American Economy in WartimeGUIDING QUESTION How did the U.S. government mobilize the economy for war?
Background
Life on the Home Front
GUIDING QUESTION How did World War II change life for women and minorities in the United States?
Background
Slides:Minorities and WWII:
EOC Practice Question of the Day
The Third Nine Weeks for 2015-2016
Jan. 19 (A) & 20(B) End of the Nine Week Period & Semester One
and Jan. 21 & 25
What: Chapter 11-A
What roles did minorities and women play in the armed forces during World War II? LA.1112.2.2.2 , MA.912.A.2.2 , SS.912.A.1.2 , SS.912.A.1.4 , SS.912.A.1.6 , SS.912.A.6.1 , SS.912.A.6.4 , SS.912.A.6.5 , SS.912.A.6.15
neutrality04.pdf
SLIDES for WWII:
PowerPoint Unit 9 Day 1^ (Neutrality and Pearl Harbor).pptx
PowerPoint Unit 9 Day 1^ (Neutrality and Pearl Harbor).pptxNeutrality to Pearl
PowerPoint Unit 9 Day 2^ (Wartime America).pptx
PowerPoint Unit 9 Day 2^ (Wartime America).pptxAmerica at War
EQ: What roles did minorities and women play in the armed forces during World War II?
Internment slide.ppt
Island Hopping.pdf
American Economy in Wartime
GUIDING QUESTION How did the U.S. government mobilize the economy for war?
Background
Life on the Home Front
GUIDING QUESTION How did World War II change life for women and minorities in the United States?
Background
Slides:Minorities and WWII:
WWIIMinorities.ppt
EOC Practice Question of the Day
Jan. 20/ 21 (B) & (A)
Jan. 25/ 26
What. America and WWII: From Neutrality to War
Unit 9 Primary Sources.docx
- Slides/ Mini-lesson
PowerPoint Unit 9 Day 1^ (Neutrality and Pearl Harbor)-1.pptx
PowerPoint Unit 9 Day 1^ (Neutrality and Pearl Harbor)-1.pptx
PowerPoint Unit 9 Day 2^ (Wartime America).pptx
PowerPoint Unit 9 Day 2^ (Wartime America).pptxNeutrality Acts & Lend-Lease Remediation Content.ppt
In the early 1940’s, the "destroyers-for-military-bases deal" with Great Britain and the Lend-Lease Act were evidence that the United States
Jan. 25 (B)/ 26 (A)
What 11.3 (Time Permitting 12-A)
The Holocaust during WWII
1. What is Genocide?
2. Who is Anne Frank?
Anne Frank Quote.ppt
3. Whole-Group Activity
4. WWII and The Holocaust:
5. Remediation
SS.912.A.5.8 Dubois, Washington & Garvey PPT.pptx
DuBois, Washington, Garvey Handout in PDF.pdf
SS.912.A.5.8 Dubois, Washington & Garvey PPT.pptx
6. If necessary:
What was the Pacific Theater of War, How would America fight it?
- Why America enters WWII
- Island Hopping: America at war in the Pacific Theate r
12.1 SlidesPowerPoint Unit 9 Day 2^ (Wartime America).pptx
America at War
Jan. 27 (B) / 28 (A)/ 29 (B) CHAPTER 12
PowerPoint Unit 9 Day 2^ (Wartime America).pptx
America at War
Remediation
SS.912.A.5.8 Dubois, Washington & Garvey PPT.pptx
DuBois, Washington, Garvey Handout in PDF.pdf
SS.912.A.5.8 Dubois, Washington & Garvey PPT.pptx
January28 (A)/ 29 (B) CHAPTER 12 (Continued)
12.2
PowerPoint Unit 9 Day 5 (War in the Pacific).pptx
War in the Pacific
SS.912.A.4.2 - US Expansionism PPT.pptx
SS.912.A.4.2 POLITICAL CARTOON ANALYSYS Handout.docx
FEB 1 (A) & 2 (B)
12.4
PowerPoint Unit 9 Day 7 (War Ends).pptx
WWII Ends
SS.912.A.6.1 Power Point.pptx
Remediation:
SS.912.A.4.3 Spanish American War & Yellow Journalism
SS.912.A.4.3 - Spanish American War PPT.pptx
Q & A
- PBS: Crucible of Empire (STOP at 36:40)
- Take NOTE of the following:
- Headlines: (1) , (2) , (3) , (4)
- Activity:
- Partner Work:
In pairs use one of the following incidents to create a headline and short post using yellow journalism:FEB 3 (A) & 4 (B)
TEST on CHAPTERS 11 & 12
Due to the test today, there will not be a remediation lesson. They will resume next class!
After the test we will watch a bit of the Battlefield 360 series on the Battle of Midway.
Feb 5/8
Introduction to Chapter 13: Origins of the Cold War
Cold War Questionaire.pdf
- Thus MISINTERPRETATION of original Soviet desires under Stalin is considered a major reason why the Cold War originated. This is debatable (compare the:
- Traditional/Orthodox,
- Revisionist, and
- Post-Revisionist Theories
Pick out 5 items to discuss: John Green's Overview of the Cold WarVOCABULARY to KNOW : Partitioning , Communism, Capitalism, Containment, "Buffer-Zone." (You Vocabulary Maps)
- The Post-WWII Partitioning of Germany & the City of Berlin, Germany
MapsCapitalism_vs_Communism.ppt
AICE CW ONE.ppt
REMEDIATION
- 912.A.4.1: Big Stick, and the Great White Fleet
SS.912.A.4.1 Bellringer Questions.docx
SS.912.A.4.1 Bellringer Questions.docx
SS.912.A.4.1- Big Stick & Great White Fleet CFR LESSON PPT.pptx
SS.912.A.4.1- Big Stick & Great White Fleet CFR LESSON PPT.pptx
SS.912.A.4.1 Left Side Activity-Application.docx
SS.912.A.4.1 Left Side Activity-Application.docx
SS.912.A.4.1 Right Side Information.docx
SS.912.A.4.1 Right Side Information.docx
SS.912.A.4.1 You Do-Exit Slip.docx
SS.912.A.4.1 You Do-Exit Slip.docxFeb. 9/11, and 12/13
Chapter 13.2
Note: On the 9th I will be at Parker H.S. at the Monthly Social Studies meeting. The assignment for this day will be left with Mr. McDonagh.
Origins of the Cold War -Continued
EQ:
Why do you think many Americans felt it was important for the United States to take a stand against communism in the 1940s and 1950s?
- Why do you believe Josef Stalin wanted a 'Buffer Zone' between the USSR and the 'WEST?" (You---record reasons)
- Possible Answers, any additions?
Cold War Early Years.pptx
Cold War Early Years.pptx(Me)
Kenan's Sources of Conduct.pdf
- What was the Truman Doctrine , and Marshall Plan's purpose?
- Truman Doctrine : Contains communism in Turkey and Greece ( Politics/Military ), and
- Marshall Plan : Rebuild ($) along the lines of Capitalism and democracy ( Politics/Treasury )
- Use the CE slide overlays from Chapter 12, Lesson 2, Day 1
- Remember the scope of distance between the City of Berlin in East Germany, and the Western occupations of WEST GERMANY!
- Maps
Cold War Early Years.pptx
Cold War Early Years.pptx
The Early Cold War Years.pptm
The Early Cold War Years.pptm(Me)
A Divided Berlin.pptx
Feb. 16/17, 22/23
Chapter 14 Post War America 1945-1960
Chapter-Cold War.pptx
The1950s.ppt
- CE Truman Adm: 14.1 Teach and Assess With Differentiated Instruction
- CE Eisenhower Adm:
Background Mass CultureEconomics of 1945-1960 America.pdf
REMEDIATION
- 912.A.4.1: Big Stick, and the Great White Fleet
SS.912.A.4.1 Bellringer Questions.docx
SS.912.A.4.1 Bellringer Questions.docx
SS.912.A.4.1- Big Stick & Great White Fleet CFR LESSON PPT.pptx
SS.912.A.4.1- Big Stick & Great White Fleet CFR LESSON PPT.pptx
SS.912.A.4.1 Left Side Activity-Application.docx
SS.912.A.4.1 Left Side Activity-Application.docx
SS.912.A.4.1 Right Side Information.docx
SS.912.A.4.1 Right Side Information.docx
SS.912.A.4.1 You Do-Exit Slip.docx
SS.912.A.4.1 You Do-Exit Slip.docxFeb 18/19
Chapter 14.2 and 14.3
Iron Curtain Speech Cnn Cold War
USHG_TC_C23_L3_pj4.ppt
Social Importance of Rebel Without a Cause.docx
REMEDIATION:
Muckrakers (<<<Click for Hip Hughes)
3.8 EOC Muckraking Questions.docx
Helping the Needy Key Terms and Concepts.docx
SS.912.3.8 Muckrakers.pptx
Could Not resist: Sinclair's Jungle
Feb. 26/29
JFK and JFK/LBJ
Ch. 15 S.
1 1, 2, 3
JFK
Q. What is it about John F. Kennedy that separates him from the presidents who came before?
Kennedy Initiatives
Reactivation of Knowledge:
1960 Preview.pdf
Kennedy's Foreign Policy.ppt
Space Race.ppt
ppt:
Kennedy-Johnson.ppt
Using your book, and working in pairs, which of any of the following events were associated with Containment? Although Containment was considered an American Policy, the Soviets did not want the American systems to spread either. If so, which one(s) and WHY.
slides for discussion on the three items above:
Bay_of_pigs_berlin_crisis_cuban_missile_crisis.ppt
Optional Extra Opportunity:
March Assessment Standards Challenge A.doc
Remediation
NOTE: WE will be taking the next installment of the EOC Scrimmage by the end of next week.
March 1
13 Days
BBC Version Review Cuban Missile CrisisLBJ Great Society
LBJ
March 3
Civil Rights of the 1950's: Awakenings (1954-1956)Remediation: Jim Crow Laws
Pictures
March 7/8
Will leave the work with the substitute. This work will earn points, and is mandatory.March 9/10
Third Nine-week Scrimmage for EOCPLUS Continue Civil rights from Chapter 16
Day 1 JFK
Lesson Plan Unit 11 Day 1^ (JFK).docx
Day 2 LBJ
Lesson Plan Unit 11 Day 2^ (LBJ).docx
March 11, 14
Civil Rights Movement 1954-1956
March 15/16
Test on Chapters 15/16
March 17, 29 (1)
March 30, 31(2)
Introduction to America's Involvement in Vietnam:Timeline
Nationalism in VietnamRev. Dr. ML King, Jr. April 4, 1967 Speech
Vietnam War Protests:
anti-war_movement.ppt
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CNN Cold War Series : Vietnam:
17.3 War Winds down
:
New Remediation areas (as per Ms. Robinson):
5.5 (Efforts to avoid war)
April 1, 4
Chapter 18.1
Counter-culture, Politics of Protest:1
The Fourth Nine Week Period for 2015-2016
April 5, 6
Vietnam From TET on
My Lai Massacre:
My Lai.ppt
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- 3 MB
Slides:
1TheVietnamWar.ppt
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- 6 MB
Tet, Bombing of Laos and Cambodia: More protests:
End of the Vietnam war:
End of Vietnam.ppt
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- 873 KB
Politics of Protests:
Expansionism PPT Remediation:
SS.912.A.4.2 - US Expansionism PPT.pptx
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- 3 MB
The Sixties
End of the Vietnam war:
End of Vietnam.ppt
- Details
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- 873 KB
April 7 & 11
The Sixties
End of the Vietnam war:
End of Vietnam.ppt
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- 873 KB
Politics of Protests : Civil Right, Feminism, Latino
Feminism Handout to be distributed in class (unless you are absent-this is mandatory, if absent print and complete):
Slides for Discussion:
28_-_Social_Movements_of_the_1960s.ppt
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- 1 MB
PBS: Jackie Robinson, Part I
PBS: Jackie Robinson, Part II
Questions to be Answered:
Why was there such a backlash against conformity in the 1960s?
Why were some women against the Feminism Movement in America?
What was the Bracero Movement?
Why would the government start the Bracero Movement in America after World War II?
How does the Hispanic Civil Rights Movement compare to the African American Civil Rights Movement?
What is affirmative action?
Do you believe that America still needs to have Affirmative Action in order to make employment and opportunity for higher education available to all minorities?
Why do you think the many minorities decided to try to achieve equal rights during the late 1960s and 1970s?
Remediation continued:
April 12/13
Finish Chapter 18: Review with slides for discussion
Slides for Discussion:
28_-_Social_Movements_of_the_1960s.ppt
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- 1 MB
Questions to be Answered:
Why was there such a backlash against conformity in the 1960s?
Why were some women against the Feminism Movement in America?
What was the Bracero Movement?
Why would the government start the Bracero Movement in America after World War II?
How does the Hispanic Civil Rights Movement compare to the African American Civil Rights Movement?
What is affirmative action?
Do you believe that America still needs to have Affirmative Action in order to make employment and opportunity for higher education available to all minorities?
Why do you think the many minorities decided to try to achieve equal rights during the late 1960s and 1970s?
Remediation continued:
April 14/15
Test on Chapters 17 & 18
Remediation:
April 18/19
EOC Reviews Begin:
NOTE:
TEN A days, and TEN B days until the week of May 16 & 17 begins. This is the week of the 'EOC.'
April 20/21
EOC Review
Remediation:
Begin: Gilded:
April 22/25, 26, 28
- Gilded:
the-gilded-age-1870-1900.pptx
- Details
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- 14 MB
Continue EOC ReviewApril 26/27
Industrialization/Urbanization Review for EOC Continued
Crash Course: Industrialization
Immigrant/Urbanization PPT:
4/28 & 5/1
05/02 & 05/04
Reviewing for EOC
NOTE: Review Quiz (50 Points) Wed.
1. Panama Canal Activity:
2. Finish Packet Review Unit 2 in-class for quiz 2 (next class)
3. Crash Course: Imperialism
4. Sp. American War, slides:
5. Crash Course US Imperialism
Rapid Recall Slides for Review:
Recall Review III.pptx
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- 45 MB
The Fifties, Part 1
The Sixties
Times and dates for the EOC:
All the President's Men, revisited:
Austin's All-time Fave
Escambia County US History
When the Levees Broke